Understanding mathematical learning disabilities as developmental difference: a fine-grained analysis of one student’s partitioning strategies for fractions /Las discapacidades para el aprendizaje de las matemáticas como diferencia en el desarrollo: un análisis detallado de las estrategias de una estudiante al partir enteros para obtener fracciones

2016 ◽  
Vol 39 (4) ◽  
pp. 812-857 ◽  
Author(s):  
Katherine E. Lewis
Keyword(s):  
Learning Disabilities ◽  
Developmental Difference ◽  
Mathematical Learning ◽  
Fine Grained ◽  
Mathematical Learning Disabilities

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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