Characterizing Learning Disabilities in Mathematics; Historical Overview of the Field; Classification and Definitional Issues; Prevalence of Developmental Discalculia; Cognitive and Information Processing Features; Fundemental Information-Processing Deficits; Strategy Use, Long-Term Memory, and Working Memory Capacity; Do Words Count? Connections between Mathematics and Reading Difficulties; Fraction Skills and Proportional Reasoning; Neuropsychological Factors; Specific Language Impairment and Mathematical Disabilities; Neurodevelopmental Disorders (Turner, Fragile X, Williams); Mathematical Disabilities in Congenital and Acquired Neurodevelopmental Disorders; Neuropsychological Case Studies on Arithmetic Processing; Neurobiological and Genetic Substrates; Neuroanatomical Features of Mathematical Processing; Quantitative Genetics and Mathematical Abilities/Disabilities; Additional Influences on Math Disability; Is Math Anxiety a Mathematics Learning Disability?; Influences of Gender, Ethnicity, and Motivation on Mathematics Performance; Instructional Interventions; Early Intervention for Children at Risk of Developing Math Disabilities; Mathematical Problem Solving: Instructional Intervention; Quantitative Literacy and Developmental Dyscalculia.
Daniel B. Berch is Associate Chief, Child Development and Behavior Branch, National Institute of Child Health and Human Development, National Institutes of Health, in Bethesda, Maryland. Michele M.M. Mazzocco is Associate Professor of Psychiatry, Johns Hopkins School of Medicine; Associate Professor of Population and Family Health Sciences, Johns Hopkins Bloomberg School of Public Health; and Director, Math Skills Development Project, Kennedy Krieger West Campus, in Baltimore, Maryland.
-Represents seminal work on understanding mathematical learning difficulties and disabilities.- --Asha Jitendra "Represents seminal work on understanding mathematical learning difficulties and disabilities." --Asha Jitendra "Berch and Mazzocco are to be commended for bringing together such a variety of researchers in mathematical difficulties and disabilities . . . Rather than feeling discouraged about the lack of consistency in this field, I felt encouraged that the field has grown enough to have a book such as this to explore the inconsistencies." --Stephen A. Truhon"PsycCRITIQUES, American Psychological Association" (11/15/2007) "A scholarly anthology of essays by learned contributors discussing how to most effectively help students with learning disabilities and difficulties achieve in mathematics...brings together the latest research and field-tested wisdom in an effort to answer its title question and promote improved teaching methodologies. Especially recommended for education shelves." --James A. Cox"The Midwest Book Review, Education Shelf" (08/16/2007) "This is by far the most up-to-date and authoritative compendium on math and LD available. An invaluable tool for researchers and a must-read resource for pre-service and in-service educators." --Sheldon Horowitz, Ed.D."Director of Professional Services, National Center for Learning Disabilities" (03/05/2007) "Integrates and brings order to complex and sometimes inconsistent research findings on mathematical learning disabilities . . . provides a framework that will enhance the fruitfulness of future research." --Catherine Sophian"Professor, Department of Psychology, University of Hawaii at Manoa" (02/06/2007) "A much needed addition to the literature on mathematics and struggling learners." --David H. Allsopp, Ph.D."Associate Professor, Department of Special Education, University of South Florida" (02/06/2007) "The best analysis and presentation of the science of learning disabilities and difficulties in mathematics development to date. This is a profoundly important book." --G. Reid Lyon, Ph.D."Executive Vice President for Research and Evaluation, Higher Ed Holdings, LLC and Whitney International University System" (01/26/2007)