NotesFAQContact Us
Search Tips
Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
Call for Feedback

ERIC proposes to expand the peer-reviewed indicator to additional materials. ยป Learn more

Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ808035
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1046-6819
Mathematics Fluency/Calculations: Differences between Children with and without Mathematics Disabilities
Montani, Teresa Oettinger; Smith, Lisa
Learning Disabilities: A Multidisciplinary Journal, v13 n4 p145-150 2005
This study examined the performance of one hundred thirty-one fifth graders on timed versus untimed mathematics tests. Measures of math fluency and calculation were administered. Low achieving students performed poorly on both calculation and math fluency. Normally achieving children performed within the average range on both calculation and math fluency. Above average children performed within the very high range on both calculation and math fluency. Children with math disabilities (MD) performed poorly on math fluency, but within the average range on calculation. The educational implications and strategies to address the remediation of these weaknesses are explored. (Contains 2 tables and 1 figure.)
Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Iowa Tests of Basic Skills; Woodcock Johnson Tests of Achievement; New Jersey