This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems.…

This paper describes a study that focused on developing, validating and standardizing a dyscalculia test, henceforth called the Dyscalculia Test. Out of the 4,758,800 students in Nigeria's upper primary and junior secondary schools, I randomly drew a sample of 2340 students, using a multistage sampling procedure that applied various sampling…

Developmental dyscalculia (DD) is a specific mathematical learning disability, with a prevalence of around 3%-7% in the school-aged population. It negatively affects individuals, and even the national, development. Previous DD-intervention programs usually targeted on numerosity, number, simple arithmetic, or even general cognitive ability. The…

In this paper, the hypothesis that Developmental Dyscalculia (DD) is a characteristic of Down syndrome (DS) is proposed. Implications for the hypothesis are addressed: If it were to be confirmed that DS implies DD, what would be the consequences for the mathematics education of learners with DS? The use of prosthetic devices to overcome the…

The present study is the first to examine the computation estimation skills of dyscalculics versus controls using the estimation comparison task. In this task, participants judged whether an estimated answer to a multidigit multiplication problem was larger or smaller than a given reference number. While dyscalculics were less accurate than…

To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…

The aim of the study is to investigate the effects of using computer for developing arithmetical skills of students with mathematics learning difficulty (MLD). The study was carried out with pre-test - post-test single subject research design. The participants of the study consist of a girl and two boys who attend 3rd grade at elementary school.…

Even in primary school, mathematics achievement depends upon the efficiency of cognitive, metacognitive and self-regulatory processes. Thus, for pupils to carry out a computation, such as a written calculation, metacognitive mechanisms play a crucial role, since children must employ self-regulation to assess the precision of their own thinking and…

A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics ("Calculation and…

This research aims to analyze ways of understanding of students with mathematics learning disabilities when learning fraction. The research was conducted in an Inclusive Junior High School in the West Java Province, Indonesia. This study is qualitative, with the single-case (holistic) designs. The case will focus on three students who suspected of…

Although approximately 5-8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move…

The purpose of this study was to better understand how students with learning disabilities, including those who struggle specifically with mathematics, engage with fraction computation. In particular, we examined error patterns, the influence of like and unlike denominators on these patterns, and correct solution methods. Although skill-related…

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…

The sensitivity of number sense as cognitive phenotype for mathematical learning disabilities (MLD) was assessed in siblings of children with MLD (n = 9) and age matched children without family members with MLD (n = 63). A number line estimation paradigm was used as a measure of children's early number sense. In line with the triple code model of…

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…