This article investigates how students with mathematical difficulties (MD) differ from typically developing (TD) students in enumeration processes of small sets of objects (of 1 up to 9 dots). We present a study with 20 fifth-grade students of which ten were found to have MD in initial diagnostics. The students were supposed to exactly enumerate…

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning.…

Students with mathematics learning disabilities (MLD) often require more intensive intervention in addition to quality core mathematics instruction. This research evaluates the effects of a point of view video modeling (POVM) intervention including virtual demonstrating of concrete mathematics manipulatives to teach simplifying fractions. Three…

Quantity recognition in whole number representations is a fundamental skill children need to acquire in their mathematical development. Despite the observed correlation to mathematics achievement, however, the ability to recognize quantities in structured whole number representations has not been studied extensively. In this article, we…

When solving basic number fact problems (e.g., 4x5=20), students with mathematical learning disabilities (MLDs) make qualitatively different kinds of errors than both typically achieving and low-achieving students. This study explores the origin of these qualitative differences through a detailed analysis of one student with an MLD. Data were…

Cognitive, word-level reading, spelling and writing measures were administered to academically at-risk undergraduates with writing difficulties to examine their literacy profiles; and performance was compared to typically-achieving writers. The at-risk students were slower and less accurate on measures of sight word reading, lexical decision,…