| Title: |
Mathematical Learning Disabilities in Special Populations: Phenotypic Variation and Cross-Disorder Comparisons |
| Language: |
English |
| Authors: |
Dennis, Maureen, Berch, Daniel B., Mazzocco, Michele M. M. |
| Source: |
Developmental Disabilities Research Reviews. 2009 15(1):80-89. |
| Availability: |
Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Peer Reviewed: |
Y |
| Physical Description: |
PDF |
| Page Count: |
10 |
| Publication Date: |
2009 |
| Document Type: |
Journal Articles
Reports - Evaluative |
| 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 |
| DOI: |
10.1002/ddrr.54 |
| ISSN: |
1940-5510 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| Number of References: |
72 |
| Entry Date: |
2009 |
| Accession Number: |
EJ859020 |
| Database: |
ERIC |
