The DOI matches its Crossref record; 87 of the 87 references it cites were found in a registry or an index.
Mathematics and Learning Disabilities
Abstract
Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential neural correlates. The deficits are discussed in terms of three subtypes of mathematics learning disability and in terms of a more general framework for linking research in mathematical cognition to research in learning disabilities.
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Citations
Cites
Sources of Mathematical Thinking: Behavioral and Brain-Imaging Evidence
Dehaene, S., Spelke, E., Pinel, P., Stanescu, R., & Tsivkin, S. (1999) · Science · doi:10.1126/science.284.5416.970 · Cited by 1,739
The Child's Understanding of Number
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The Child's Understanding of Number
Easley, U. A., Gelman, R., & Galistell, C. H. (1979) · Educational Researcher · doi:10.2307/1175067 · Cited by 1,649
Higher Cortical Functions in Man
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Children’s Counting and Concepts of Number
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Emerging minds: the process of change in children's thinking
(1997) · Choice Reviews Online · doi:10.5860/choice.34-5984 · Cited by 1,131
Mathematical disabilities: Cognitive, neuropsychological, and genetic components.
Geary, D. C. (1993) · Psychological Bulletin · doi:10.1037//0033-2909.114.2.345 · Cited by 1,065
Self-citationDehaene, S., & Cohen, L. (1997) · Cortex · doi:10.1016/s0010-9452(08)70002-9 · Cited by 924
Assessing frontal lobe functioning in children: Views from developmental psychology
Welsh, M. C., & Pennington, B. F. (1988) · Developmental Neuropsychology · doi:10.1080/87565648809540405 · Cited by 852
The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children
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Cited by
Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.4.947 · Cited by 1,561
Executive functions and achievements in school: Shifting, updating, inhibition, and working memory
St Clair-Thompson, H. L., & Gathercole, S. E. (2006) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470210500162854 · Cited by 1,278
Working memory in children with reading disabilities
Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A.-M. (2006) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2005.08.003 · Cited by 795
“More complex addition computations require memory-based problem solving involving either direct retrieval of facts or problem decomposition, leading to eventual automatic retrieval of facts (Geary, 2004).”
Students’ Difficulties in Mathematics Problem-Solving: What do they Say?
Tambychik, T., & Meerah, T. S. M. (2010) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2010.12.020 · Cited by 310
Executive functions as predictors of math learning disabilities
Toll, S. W. M., Van der Ven, S. H. G., Kroesbergen, E. H., & Van Luit, J. E. H. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410387302 · Cited by 281
Metadata
- Authors
- Geary, D. C.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2004-01
- Volume
- 37
- Issue
- 1
- Pages
- 4-15
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2142584883
- Cited by
- 1,245
- References
- 87
- FWCI
- 30.51
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
