Math Learning Disabilities Research Articles

Challenges in Identifying Target Skills for Math Disability Screening and Intervention

Gersten, Jordan, and Flojo (in this series) review their research on math difficulties, with an emphasis on applying current knowledge to inform practices of early identification and intervention. On a practical level, educators are in dire need of empirically based screening and intervention tools. From a scientific perspective, it is important to recognize the need to clearly define what we seek to identify and remediate, and to acknowledge that we are currently far from achieving this goal despite recent advances in the field. Among the studies reviewed by Gersten et al., as well as other studies by several other researchers, there is much variability in how mathematics difficulties are defined and measured, and even in the terms used to refer to them. I address the degree of consensus and controversy currently characterizing the state of math learning disabilities research, with an emphasis on the usefulness of a developmental perspective in appraising this young field.

Mathematics Education and Learning Disabilities in Spain

In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.

The developmental course of processing speed in children with and without learning disabilities

This study contrasted the development of processing speed in children with and without learning disabilities. We examined whether the same global mechanism presumed to be responsible for the normal developmental improvement in processing speed might also be associated with the processing speed deficiencies observed in children with learning impairments. One hundred and twenty-two children with learning disabilities in reading and/or math and 206 non-disabled community controls participated. There were no differences in relation of age to the development of processing speed for children with and without learning disabilities. We interpreted these results as suggesting that the underlying etiologies for the normal developmental change in processing speed and for the relative deficiencies in processing speed seen among children with learning disabilities were different.

Math Learning Disability and Math LD Subtypes

The present study examined whether indicators of math learning disability are observed in 5- and 6-year-olds with neurofibromatosis type 1 (NF1) and in 5- to 6-year-old girls with Turner syndrome or fragile X syndrome. Data from 14 girls with Turner syndrome, 9 girls with fragile X syndrome, and 11 children with NF1 were compared to data from control participants matched on age, sex, IQ score, and grade level. The results indicate that girls with fragile X syndrome or Turner syndrome are significantly more likely to have specific math difficulties relative to their control group, with a larger effect size demonstrated by the group with Turner syndrome. Young children with NF1 had a heterogeneous profile not suggestive of specific math disability. The results are discussed in terms of their implications for understanding math disability subtypes and the identification of math difficulty in the early school years.

Math Failure and Learning Disabilities in the Postsecondary Student Population

Many students with learning disabilities have specific difficulties meeting the mathematics demands in postsecondary educational settings. Several factors contribute to these difficulties. Included among these are: (1) characteristics of learning disabilities in math, (2) inadequate preparation for

Math Interventions for Students with Learning Disabilities: Myths and Realities

During the past two decades, math learning disabilities have received increased attention from educational researchers, evaluators, and teachers. Once thought to be quite uncommon, it now is agreed that about 6% of students are affected by math learning disabilities. Two basic subtypes are described: primary math disabilities, or non-verbal learning disabilities; and problems in math achievement related to verbal learning disabilities, or reading disorders. Methods to evaluate the nature and type of math learning disability are described. Assessment techniques that are helpful in planning instruction, such as error analysis and clinical interviews, are discussed. The main purpose of this article, though, is to help school psychologists understand the instructional techniques that are effective in helping students with math learning disabilities. These techniques are described, beginning with those geared to children at the precomputational level. Methods for teaching whole number operations, place value, and part-to-whole relationships are detailed. Finally, strategies for teaching problem solving and algebra are considered.

Educational assessment of mathematics skills and abilities.

Mathematics assessments play a valuable role in identifying students' strengths and weaknesses and in developing and monitoring instructional practice. Over the last century, mathematics assessment has been refined as math content has changed as a result of curriculum reform. Today, researchers and practitioners use various assessment techniques to (a) identify students who have mathematics learning disabilities (LD), (b) target individual strengths and weaknesses across mathematics areas, (c) document the effects of mathematics instruction in a remedial or special program, (d) identify strategies that students employ during math activities, (e) conduct research about the characteristics of students with math LD, and (f) examine the technical characteristics of mathematics tests. This article provides an historical overview of the development of mathematics assessment and a description of specific strategies for conducting math evaluations.

Validity of DSM-IV ADHD Predominantly Inattentive and Combined Types: Relationship to Previous DSM Diagnoses/Subtype Differences

Since 1980, three different diagnostic nomenclatures have been published regarding attention-deficit hyperactivity disorder (ADHD). These changing conceptualizations and diagnostic criteria have generated considerable confusion. To examine the multidimensional DSM-IV ADHD criteria in relation to how children and adolescents with a previous DSM-III ADD diagnosis or a DSM-III-R ADHD diagnosis are diagnosed according to DSM-IV criteria. Children whose original diagnoses were according to DSM-III and DSM-III-R criteria received retrospective diagnoses according to DSM-IV criteria. Predominantly inattentive (n = 30) and combined types (n = 26) were compared on their previous DSM-III and DSM-III-R diagnoses and on demographic, behavioral, cognitive, and comorbidity variables. Predominantly inattentive and combined type diagnoses corresponded with DSM-III ADD/WO and ADD/H diagnoses, respectively. The DSM-III-R ADHD diagnosis did not correspond with either DSM-IV subtype. Children with the combined type diagnosis had more externalizing codiagnoses, and their parents reported more externalizing, delinquent, and aggressive behaviors. Children with the predominantly inattentive type had more math learning disability codiagnoses. Results support a multidimensional conceptualization of ADHD. There exists close correspondence between the DSM-III ADD/WO type and the DSM-IV predominantly inattentive type and between the DSM-III ADD/H type and the DSM-IV combined type.

Math Disorders

Math disorders commonly affect children and youth with learning disabilities, although relatively less attention is paid to them than to reading disorders. This article describes the symptoms of math learning disabilities and outlines procedures for their diagnosis. Effective treatment of math disorders requires expert teaching and therapy for those children who have become defeated or frustrated by their learning problems.

Psychopathology in fragile X syndrome.

The fragile X syndrome is the most common known familial form of mental retardation. Young males commonly demonstrate hyperactivity and a short attention span, as well as physical abnormalities, some of which may lead to a diagnosis of Pervasive Developmental Disorder. Heterozygous females frequently demonstrate both a range of involvement with learning disabilities in math, and social anxiety. The more classical physical and behavioral features of this syndrome are reviewed.