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ERIC Number: ED499379
Record Type: Non-Journal
Publication Date: 2007-Dec-18
Pages: 51
Abstractor: Author
ADD/ADHD: Effects on Mathematics and Mathematical Computations
Brooks, Michael D.
Online Submission
This study evaluates research that provides an understanding about mathematical results which can be determined independently from contributing factors. The relevance of the findings is important because there are many different reasons hypothesized by researchers as to why Attention Deficit Disorder/Attentions Deficit Hyperactive Disorder (ADD/ADHD) students may be experiencing mathematical difficulties. If there are accommodations made for these mathematical/academic intervening issues, then, true mathematical difficulties can be addressed more specifically. Immediate intervention can be critical for students with ADD/ADHD because they are more likely to receive lower grades on standardized measures and academic subjects. Furthermore, particular learning difficulties vaguely substantiate reports that state half of the regular classroom children with ADD/ADHD will experience school failure or fail one grade by adolescence, and over one third will fail to finish high school. However, if an environment is created that is targeted at reducing ADD/ADHD students disruptive behaviors and a curriculum implemented that increases active engagement time on subjects for students then understanding and addressing their mathematical issues will become more accurate. Appended are: (1) ADD/ADHD Mathematical Survey; (2) Graphs for ADD/ADHD Mathematical Survey; and (3) Human Subject Approval. (Contains 10 tables.)
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A