Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities

By Stephen A. Petrill, Robert Plomin. 2007

317 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e6c280ab36ab1a38b9d1ff05510402baa5b20407

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Citations in the corpus

Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism (2011, background): “Language impairment may affect mathematics development in a variety of areas including number-word sequence, calculation skills, fact retrieval, and word problem solving (Donlan, 2007).”
Working memory, math performance, and math anxiety (2007, background): “In short, lower-than-average math abilities and/or working memory capacity, susceptibility to public embarrassment, and a nonsupportive teacher all may be risk factors for developing math anxiety (Ashcraft et al., 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, &…”
Dyscalculia: From Brain to Education (2011, background): “Developmental dyscalculia is a mathematical disorder, with an estimated prevalence of about 5 to 7% (1), which is roughly the”
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).”
From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety (2013, background): “Whole number arithmetic problems are easier for both children and adults to solve and induce less anxiety in both children and adults (e.g., Ashcraft, 2002; Ashcraft et al., 2007; Harari, Vukovic, & Bailey, in press).”
Math Disabilities and Reading Disabilities (2009, background): “In general, it has been argued that contrasts between children with MDs and RDs are not well understood because reading performance has not been controlled across studies (e.g., see Jordan, 2007, for a review).”
Pathways to mathematics: longitudinal predictors of performance. (2010, background): “…& Jordan, 2008; Passolunghi, Vercelloni, & Schadee, 2007), research with children who have severe mathematics difficulties (i.e., dyscalculia; Berch & Mazzocco, 2007), and studies of children who have congenital syndromes that affect their mathematical learning (Ansari et al., 2003;…”
Promoting Access to Common Core Mathematics for Students with Severe Disabilities Through Mathematical Problem Solving (2017, background): “…the problem text, creating a mathematical representation of the problem, developing a plan to solve, executing the plan, and interpreting the solution, which present challenges for students with disabilities who have executive functioning and self-regulation difficulties (Fuchs & Fuchs, 2007).”
Low numeracy and dyscalculia: identification and intervention (2010, background): “Here, we describe straightforward ways of identifying this deficit, and offer some new ways of strengthening the sense of number using learning technologies.”
Conceptual knowledge of fraction arithmetic. (2015, background): “Fraction understanding also is essential for a wide range of occupations beyond STEM fields (science, technology, engineering and mathematics), including nurse, pharmacist, automotive technician, stone mason, and tool and die maker (Davidson, 2012; McCloskey, 2007; Sformo, 2008).”
Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “…to be the result of the failure of certain brain areas— that is, the intra-parietal sulcus—to develop normally, whether because of injury or because of genetic factors (Butterworth & Reigosa, 2007; Landerl, Bevan, & Butterworth, 2004; Landerl, Fussenegger, Moll, & Willburger, 2009; Price, 2008).”
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).”
Math Anxiety Questionnaire: Similar Latent Structure in Brazilian and German School Children (2012, background): “attitudes, worrisome thoughts, and low self-assessments of performance [1, 4, 15].”