Aids for Learning Mathematics

1978 ◽  
Vol 26 (4) ◽  
pp. 26-27
Author(s):  
Marion McC. Danforth
Keyword(s):  
Problem Solving ◽  
Special Needs ◽  
Visual Memory ◽  
Learning Disabled ◽  
Memory Deficit ◽  
Regular Classroom ◽  
Good Teaching ◽  
Learning Mathematics ◽  
Mathematical Operations ◽  
Seventh Grader

Mike, a seventh-grader with a visual memory deficit, had an excellent grasp of logical reasoning and problem-solving principles, yet he was unable to perform basic mathematical operations. In my efforts to meet Mike's special needs as a learning-disabled child, I found some procedures that are good teaching practices in the regular classroom.

Mathematics for the Learning Disabled Child in the Regular Classroom

1986 ◽  
Vol 33 (5) ◽  
pp. 5-11
Author(s):  
Carol J. Sears
Keyword(s):  
Cognitive Skills ◽  
Motor Coordination ◽  
Learning Disabled ◽  
Auditory Memory ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Maladaptive Behaviors ◽  
Special Services ◽  
Comprehension Ability ◽  
Mathematical Operations

Difficulties in mathematics are often the results of maladaptive behaviors or symptoms of underlying deficits in cognitive skills such as auditory memory, visual-motor coordination, or perception of spatial relationships. These problems can influence a child's normal development in such areas as number comprehension, ability to perform mathematical operations, and understanding of quantitative concepts. Mathematical difficulties can occur in combination with problems in reading and writing but, unfortunately, a large number of learning disabled children with disabilities only in mathematics do not receive the necessary special services “due to re liance on reading assesment scores as the sole or main criterion for referral for services” (Badian 1983, 235), and thus these services remain the responsibility of the regular classroom teachers.

scholarly journals Preventive Effect of Liothyronine on Electroconvulsive Therapy-Induced Memory Deficit in Patients with Major Depressive Disorder: A Double-Blind Controlled Clinical Trial

2015 ◽  
Vol 2015 ◽  
pp. 1-5 ◽  
Author(s):  
Arash Mohagheghi ◽  
Asghar Arfaie ◽  
Shahrokh Amiri ◽  
Masoud Nouri ◽  
Salman Abdi ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Electroconvulsive Therapy ◽  
Visual Memory ◽  
Memory Deficit ◽  
Control Group ◽  
Major Depressive ◽  
Double Blind ◽  
The Impact

Introduction and Objective. Despite the effectiveness of electroconvulsive therapy (ECT) in treating major depressive disorder (MDD), its cognitive side effects make it less popular. This study investigated the impact of liothyronine on ECT-induced memory deficit in patients with MDD.Methodology. This is a double-blind clinical trial, in which 60 patients with MDD who were referred for ECT were selected. The diagnosis was based on the criteria of DSM-IV-TR. Patients were divided randomly into two groups to receive either liothyronine (50 mcg every morning) or placebo. After the assessment with Wechsler Memory Scale-Revised (WMS-R) before first session of ECT, posttests were repeated again, two months after the completion of ECT.Findings. By controlling the pretest scores, the mean scores of the experimental group were higher than the control group in delayed recall, verbal memory, visual memory, general memory, and attention/concentration scales (P<0.05).Conclusion. Liothyronine may prevent ECT-induced memory impairment in patients with MDD. This study has been registered in IRCT underIRCT201401122660N2.

Overt and Covert Verbalization in Normal and Learning Disabled Children's Problem Solving

1984 ◽  
Vol 58 (3) ◽  
pp. 976-978 ◽  
Author(s):  
Larry Wilder ◽  
Thomas W. Draper ◽  
Chris P. Donnelly
Keyword(s):  
Problem Solving ◽  
Learning Disabled

Conversational Interactions between Mothers and Learning-Disabled or Nondisabled Children during a Problem-Solving Task

1984 ◽  
Vol 49 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Tanis Bryan ◽  
Mavis Donahue ◽  
Ruth Pearl ◽  
Allen Herzog
Keyword(s):  
Problem Solving ◽  
Peer Interactions ◽  
Learning Disabled ◽  
Disabled Children ◽  
Conversational Style ◽  
Conversational Interactions ◽  
Problem Solving Task

This study focused on mother-child interactions during a problem-solving task to determine whether (a) mothers of learning-disabled children engage in conversational buffering to facilitate their child's participation in the task, and (b) whether learning-disabled children differ from nondisabled children in their use of language with their mothers. The results of this study provide some evidence that mothers of both learning-disabled and nondisabled children engage in conversational buffering, although there were few differences between the mothers of the learning-disabled and nondisabled children. Differences between learning-disabled and nondisabled children showed that the learning-disabled were more likely to agree with and less likely to disagree with their mothers than were the nondisabled children. These findings provide some evidence of maternal conversational buffering and suggest that learning-disabled children's previously reported unassertive conversational style in peer interactions extends to talk with their mothers.

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