This paper argues why children with Mathematical Learning Disabilities (MLD) do not form a unitary group. Instead, they should be regarded as individuals with unique profiles of strengths and weaknesses that explain their mathematical difficulties. To build this argument, we shortly recapitulate the research on MLD, which has mainly been focused…

Based on the Fragile Families and Child Wellbeing Study Year-5 wave, 1,983 children were identified as Head Start eligible children (503 Head Start enrolled children, 1,435 Head Start eligible nonparticipant) to address: (1) How do child and family characteristics differ between Head Start participants and non-participants? (2) How do Head…

Performance of 210 2nd graders in different areas of mathematical cognition was examined. Children were divided into 4 achievement groups. Although children with difficulties in mathematics performed worse than normally achieving groups in most areas of mathematical cognition, those with difficulty only in mathematics showed an advantage over the…

One hundred forty fourth graders were asked to solve proportion problems about juice-mixing situations both before and after an intervention that used a manipulative model or other materials in three experiments. Results indicate different approaches appear to be necessary to facilitate children's proportional reasoning, depending on the reasoning…

Investigated situations where asking for assistance from a teacher is appropriate and necessary in resolving conflict with an aggressive peer. Relations between help seeking and children's grade level, gender, and self perceptions are discussed in terms of goal and strategy components in a social-information-processing model of conflict…