The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Early Identification and Interventions for Students With Mathematics Difficulties
Abstract
This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic retrieval of basic arithmetic combinations, such as 6 + 3. The following measures appear to be valid and reliable indicators of potential MD in kindergartners: (a) magnitude comparison (i.e., knowing which digit in a pair is larger), (b) sophistication of counting strategies, (c) fluent identification of numbers, and (d) working memory (as evidenced by reverse digit span). These are discussed in terms of the components of number sense. Implications for early intervention strategies are explored.
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Citations
Cites
Swanson, H. L., & Beebe-Frankenberger, M. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.471 · Cited by 638 · cited 1×
“Several other researchers have also found that problems with numerical digit span have been identified with MD (Geary & Brown, 1991; Siegel & Ryan, 1988; Swanson & Beebe-Frankenberger, 2004 ).”
Background
Cited by
Rousselle, L., & Noël, M.-P. (2007) · Cognition · doi:10.1016/j.cognition.2006.01.005 · Cited by 710
Preschool executive functioning abilities predict early mathematics achievement
Clark, C. A. C., Pritchard, V. E., & Woodward, L. J. (2010) · Developmental Psychology · doi:10.1037/a0019672 · Cited by 671
Krajewski, K., & Schneider, W. (2009) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2009.03.009 · Cited by 493
The importance of number sense to mathematics achievement in first and third grades
Jordan, N. C., Glutting, J., & Ramineni, C. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.07.004 · Cited by 471
Self-citationUsing Kindergarten Number Sense to Predict Calculation Fluency in Second Grade
Locuniak, M. N., & Jordan, N. C. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219408321126 · Cited by 300
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Metadata
- Authors
- Gersten, R., Jordan, N. C., & Flojo, J. R.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2005-07
- Volume
- 38
- Issue
- 4
- Pages
- 293-304
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2105771727
- Cited by
- 823
- References
- 1
- FWCI
- 21.53
- Type
- journal article
- Language
- en
- Open access
- closed
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- Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early Identification and Interventions for Students With Mathematics Difficulties. Journal of Learning Disabilities. https://doi.org/10.1177/00222194050380040301
Data sources
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.
