ERIC Number: EJ859020
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 72
Mathematical Learning Disabilities in Special Populations: Phenotypic Variation and Cross-Disorder Comparisons
Dennis, Maureen; Berch, Daniel B.; Mazzocco, Michele M. M.
Developmental Disabilities Research Reviews, v15 n1 p80-89 2009
What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to mathematical learning difficulties and disabilities presented across the reviews. Specifically we consider how each of the reviews contributes to identifying the MLD phenotype by specifying the range of assets and deficits in mathematics, identifying sources of individual variation, and characterizing the natural progression of MLD over the life course. We show how principled comparisons across disorders address issues about the cognitive and behavioral co-morbidities of MLD, and whether commonalities in brain dysmorphology are associated with common mathematics performance profiles. We project the status of MLD research ten years hence with respect to theoretical gains, advances in methodology, and principled intervention studies.
Descriptors: Definitions, Comparative Analysis, Cognitive Ability, Behavior Problems, Neurological Impairments, Brain, Correlation, Educational Research, Intervention, Learning Disabilities, Mathematics Achievement, Mathematics Instruction, Individual Differences, Special Needs Students
Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A