Mathematics and Learning Disabilities

By David C. Geary. Journal of Learning Disabilities, 2004

1,254 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/06bdbd4f011e9497fddfc47654116feab28b63bd

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Citations in the corpus

Teaching Conceptual Model—Based Word Problem Story Grammar to Enhance Mathematics Problem Solving (2008, positive): “We chose this selection criterion because it includes those students with specific deficits in arithmetic problem solving rather than more general learning disabilities (Geary, 2004).”
Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-Lagged Panel Design and Population-Based Sample of US Upper Elementary Students (2013, result): “This 10% cutoff criterion is consistent with the reported prevalence of mathematics difficulties (Geary, 2004; Shalev, Auerbach, Manor, & Gross-Tsur, 2000).”
Students’ Difficulties in Mathematics Problem-Solving: What do they Say? (2010, background): “GS2: “..we still make mistake in the working procedure…” The achievement in problem solving is based on conceptual understanding and procedural knowledge (Geary 2004).”
Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction (2007, background): “…learning disabilities only, children with reading learning disabilities only, and children with both reading and mathematics disabilities (Geary, 2004, 2005; Hanich, Jordan, Kaplan, & Dick, 2001; Jordan & Hanich, 2003; Jordan, Kaplan, & Hanich, 2002; Jordan, Kaplan, Olah, & Locuniak,…”
Early Identification and Interventions for Students With Mathematics Difficulties (2005, background): “…and procedures and simple word problems when provided with classroom instruction , deficits in the retrieval of basic combinations remain (Geary, 2004; Hanich et al., 2001); this seems to inhibit their ability to understand mathematical discourse and to grasp the more complex algebraic…”
The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties (2008, background): “…understanding of some counting principles (e.g., order irrelevance), and counting difficulties affect the use of more advanced counting abilities (e.g., counting on: 8 + 2 = 11) to Learning Disability Quarterly 48 solve arithmetic combinations (Case & Okamoto, 1996; Geary, 2004; Griffin, 2004).”
Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties (2011, background): “…combinations (i.e., basic facts) because automatic retrieval of arithmetic combinations has been identified as a hallmark of mathematics difficulties (Bryant, Bryant, & Hammill, 2000; Bryant, Bryant, Williams, Kim, & Shin, in press; Geary, 2004; Gersten, Jordan, & Flojo, 2005; Siegler, 2007).”
Self–Regulation and Mathematics Instruction (2007, background): “Geary (2004) estimated the prevalence of MLD at be-tween 5 percent and 8 percent of the school-age population, similar to the estimated prevalence of reading disabilities.”
Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings (2005, background): “measures related primarily to the concept of number sense, including counting, counting on from an identified number, count bys, and number writing (Geary, 2004).”
Behind Mathematical Learning Disabilities: What about Visual Perception and Motor Skills?. (2012, background): “The procedural subtype is characterized by a developmental delay in the acquisition of mathematical procedures (Geary, 1993, 2004; Temple, 1991; Wilson, Revkin, Cohen, Cohen, & Dehaene, 2006).”
Identifying Early Numeracy Indicators for Kindergarten and First–Grade Students (2009, background): “Geary (2004) estimated that 5–8% of school-age children have some form of mathematics learning disability.”
Working memory in children with reading disabilities. (2006, background): “More complex addition computations require memory-based problem solving involving either direct retrieval of facts or problem decomposition, leading to eventual automatic retrieval of facts (Geary, 2004).”