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Direct linkGersten, Russell; Schumacher, Robin F.; Jordan, Nancy C. – Journal of Learning Disabilities, 2017
Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this commentary, we discuss how number…
Descriptors: Numbers, Number Systems, Fractions, Mathematical Models
Peer reviewedJordan, Nancy C.; Montani, Teresa Oettinger – Journal of Learning Disabilities, 1997
This study examined problem solving and number-fact skills in two subgroups of third graders, those (n=12) with difficulties only in mathematics (MD-specific) and those (n=12) with difficulties in both reading and mathematics (MD-general). On both story and number-fact problems, the MD-general group performed worse than nonimpaired students,…
Descriptors: Computation, Learning Disabilities, Mathematical Aptitude, Number Concepts
Performance across Different Areas of Mathematical Cognition in Children with Learning Difficulties.
Peer reviewedHanich, Laurie B.; Jordan, Nancy C.; Kaplan, David; Dick, Jeanine – Journal of Educational Psychology, 2001
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…
Descriptors: Academic Ability, Academic Achievement, Children, Cognitive Ability
