Mathematics Difficulty or Mathematics Disability? RTI and Mathematics

2014 ◽  
pp. 99-116
Author(s):  
Dolores Burton ◽  
John Kappenberg
Keyword(s):  
Mathematics Disability ◽  
And Mathematics ◽  
Mathematics Difficulty

Differentiating Students with Mathematics Difficulty in College: Mathematics Disabilities vs. No Diagnosis

2005 ◽  
Vol 28 (3) ◽  
pp. 223-232 ◽  
Author(s):  
Sean M. McGlaughlin ◽  
Andrew J. Knoop ◽  
Gregory A. Holliday
Keyword(s):  
Working Memory ◽  
Secondary Education ◽  
College Algebra ◽  
College Mathematics ◽  
Math Fluency ◽  
Entry Level ◽  
Elementary And Secondary Education ◽  
Mathematics Disability ◽  
Mathematics Disabilities ◽  
Mathematics Difficulty

Difficulties with college algebra can be the gatekeeper for earning a degree. Students struggle with algebra for many reasons. The focus of study was to examine students struggling with entry-level algebra courses and differentiate between those who were identified as having a mathematics disability and those who were not. Variables related to working memory, math fluency, nonverbal/visual reasoning, attention, and reading were analyzed using a MANOVA and separate ANOVAs. Significant differences were found on all but attention, supporting the findings of research on students in elementary and secondary education. Implications include a focus on techniques that help to remediate these specific deficits.

scholarly journals Early Numerical Competencies and Students with Mathematics Difficulty

2012 ◽  
Vol 44 (5) ◽  
Author(s):  
Sarah R. Powell ◽  
Lynn S. Fuchs
Keyword(s):  
Elementary School ◽  
Number Sense ◽  
Mathematical Tasks ◽  
Early Numeracy ◽  
Quantity Discrimination ◽  
Number Recognition ◽  
Addition And Subtraction ◽  
And Mathematics ◽  
Mathematics Difficulty

Children start elementary school with variable mathematics ski11s. Some childrenunderstand the fundamentals of numbers and mathematics, while others struggle with basic counting, number recognition, understanding of symbols, quantity discrimination, and concepts of addition and subtraction. Often, this set of early numerical competencies is referred to as number sense or early numeracy competencies. Students need to establish and understand these competencies before moving on to more complex mathematical tasks. This article describes important early num erical competencies and provides a description of how these competencies can be taught to students who struggle with mathematics.

scholarly journals Early Numerical Competencies and Students with Mathematics Difficulty

2012 ◽  
Vol 44 (5) ◽  
Author(s):  
Sarah R. Powell ◽  
Lynn S. Fuchs
Keyword(s):  
Elementary School ◽  
Number Sense ◽  
Mathematical Tasks ◽  
Early Numeracy ◽  
Quantity Discrimination ◽  
Number Recognition ◽  
Addition And Subtraction ◽  
And Mathematics ◽  
Mathematics Difficulty

Children start elementary school with variable mathematics ski11s. Some childrenunderstand the fundamentals of numbers and mathematics, while others struggle with basic counting, number recognition, understanding of symbols, quantity discrimination, and concepts of addition and subtraction. Often, this set of early numerical competencies is referred to as number sense or early numeracy competencies. Students need to establish and understand these competencies before moving on to more complex mathematical tasks. This article describes important early num erical competencies and provides a description of how these competencies can be taught to students who struggle with mathematics.

Models and mathematics. Tools of the mathematical biologist

JAMA ◽  
1965 ◽  
Vol 194 (3) ◽  
pp. 269-272
Author(s):  
J. T. Apter
Keyword(s):  
And Mathematics

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

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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