|aWhy is math so hard for some children? :|bthe nature and origins of mathematical learning difficulties and disabilities /|cedited by Daniel B. Berch and Michele M.M. Mazzocco with invited contributors.
260
|aBaltimore, Md. :|bPaul H. Brookes Pub. Co.,|cc2007.
300
|axxviii, 457 p. :|bill. ;|c24 cm.
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|aIncludes bibliographical references and index.
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|gsect. I. Characterizing learning disabilities in mathematics.|tHistorical and contemporary perspectives on mathematical learning disabilities /|rRussell Gersten, Ben Clarke, and Mich墈le M.M. Mazzocco --|tDefining and differentiating mathematical learning disabilities and difficulties /|rMich墈le M.M. Mazzocco --|tPrevalence of developmental dyscalculia /|rRuth S. Shalev --|gsect. II. Cognitive and information processing features.|tInformation processing deficits in dyscalculia /|rBrian Butterworth and Vivian Reigosa --|tStrategy use, long-term memory, and working memory capacity /|rDavid C. Geary ... [et al.] --|tDo words count? Connections between mathematics and reading difficulties /|rNancy C. Jordan --|tFraction skills and proportional reasoning /|rSteven A. Hecht, Kevin J. Vagi, and Joseph K. Torgesen --|gCommentary on Part I, Section II :|tcognitive aspects of math disabilities /|rH. Lee Swanson --|gsect. III. Neuropsychological factors.|tMathematical development in children with specific language impairments /|rChris Donlan --|tThe contribution of syndome research to understanding mathematical learning disability : the case of fragile X and Turner syndromes /|rMich墈le M.M. Mazzocco, Melissa M. Murphy, and Michael McCloskey --|tMathematical disabilities in congenital and acquired neurodevelopmental disorders /|rMarcia A. Barnes, Jack M. Fletcher, and Linda Ewing-Cobbs --|tMath performance of students with ADHD : cognitive and behavioral contributors and interventions /|rSydney S. Zentall --|tNeuropsychological case studies on arithmetic processing /|rLaura Zamarian, Alex L漃pez-Rol漃n, and Margarete Delazer --|gCommentary on Part II, Section III :|tNeuropsychological factors /|rRebecca Bull --|gsect. IV. Neurobiological and genetic substrates.|tNeuroanatomical approaches to the study of mathematical ability and disability /|rTony J. Simon and Susan M. Rivera --|tQuantitative genetics and mathematical abilities/disabilities /|rStephen A. Petrill and Robert Plomin --|gsect. V. Additional influences on mathematical difficulties.|tIs math anxiety a mathematical learning disability? /|rMark H. Ashcraft, Jeremy A. Krause, and Derek R. Hopko --|tInfluences of gender, ethnicity, and motivation on mathematical performance /|rJames M. Royer and Rena Walles --|gsect. VI. Instructional intervnentions.|tEarly intervention for children at risk of developing mathematical learning difficulties /|rSharon Griffin --|tMathematical problem solving : instructional intervention /|rLynn S. Fuchs and Douglas Fuchs --|tQuantitative literacy and developmental dyscalculias /|rMichael McCloskey --|gCommentary on Part III, Section VI :|tInstructional interventions and quantitative literacy /|rHerbert P. Ginsburg and Sandra Pappas.
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|aExamines the study of mathematical learning difficulties and disabilities, providing a historical overview of the field, discussing cognitive and information processing features, neuropsychological factors, neurobiological and genetic substrates, and other influences on mathematical difficulties, and looking at instructional interventions.
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0
|aMathematical ability|xStudy and teaching.
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0
|aMathematics|xStudy and teaching.
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0
|aLearning disabilities|xEducation.
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|aRekenstoornissen.
650
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|aLeermoeilijkheden.
700
1
|aBerch, Daniel B.
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|aMazzocco, Michele M. M.
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|3Table of contents only|uhttp://catdir.loc.gov/catdir/toc/ecip0710/2007004667.html
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