Defining and differentiating mathematical learning disabilities and difficulties.

By Michèle M. M. Mazzocco. 2007

164 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3685030ff39eab5f7d83c45b944119838040bdcb

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Citations in the corpus

Learning difficulties, academic well-being and educational dropout: A person-centred approach (2014, background): “Even though arguments have beenmade for qualitatively different subtypes of learning difficulties (LD) (e.g., Murphy,Mazzocco, Hanich, & Early, 2007), the appropriateness of this classification system has been questioned (Fletcher, Lyon, Fuchs, & Barnes, 2007; Fuchs et al., 2009; Mazzocco, 2007).”
Mathematics Anxiety and the Affective Drop in Performance (2009, background): “A more formal definition of math anxiety is necessary for research, however, much as formal definitions of mathematics learning disability are needed for assessment and intervention (see Mazzocco, 2007).”
Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties (2013, background): “By using the higher cutoff score, we not only ensured adequate sample sizes (Geary, Hamson, & Hoard, 2000; Jordan, Kaplan, & Hanich, 2002; Mazzocco, 2007), but also reduced the risk of missing students who struggle with mathematics and would benefit from the tutoring intervention.”
The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis (2020, background): “The 40th percentile cutoff criterion was selected to ensure broad representation of students who may be at low-to-high risk of developing mathematics difficulties (see Fuchs et al., 2014; Mazzocco, 2007).”
Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis (2018, background): “…with mathematics LD and those with MD (i.e., scored below average to low average on tests of math achievement) are characteristically different (Mazzocco, 2007), they often encounter similar challenges with mathematics that justify the need for high-quality instruction (Fuchs, Fuchs, &…”
Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. (2010, background): “…may be important for understanding underlying cognitive weaknesses that may impact their mathematical performance (Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Mazzocco, 2007; but see Fletcher, Lyon, Fuchs, & Barnes, 2007 for a dimensional view of mathematical abilities and disabilities).”
Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities. (2014, background): “, cognitive) origin (Mazzocco, 2007),1 the field is still struggling with foundational issues around accurate identification of students.”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “The research literature demonstrates that the children with mathematical learning difficulties have significant problems in early numeracy and basic arithmetic skills (Mazzocco 2007).”
Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “It has been known for at least a century that some people have considerable difficulties in learning mathematics, and these difficulties go beyond what would be expected from their general intelligence or competence in other aspects of life (Gersten, Clarke, & Mazzocco, 2007).”
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “which includes a presumed biological cause (Mazzocco, 2007), MD or LA and MD refer to a broader category of students who exhibit below grade-level performance in mathematics.”
The Predictive Utility of Kindergarten Screening for Math Difficulty (2010, background): “Prior work shows that elementary-aged students with MD develop marked deficits in computational fluency as well as number processing (e.g., Jordan, Hanich, & Kaplan, 2003; Mazzocco, 2007).”
Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity (2015, background): “2011), “mathematical difficulties” (Mazzocco, 2007), or in one instance “mathematical”