Specific learning disability in mathematics: a comprehensive review
Специфическое расстройство обучения математике: всесторонний обзор
2018-01-01
SCID: 54.1/95wzmjkc
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evidence-based interventiongeneticsmathematics disabilityneuroimaging studiesspecific learning disability
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Abstract (AI)
Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described.
Key Findings
1
Effective intervention requires systematic screening and remediation informed by an expanding evidence base.
2
Emerging genetic and neuroimaging research is beginning to clarify biological correlates associated with mathematical disability.
3
Mathematical disability should be understood developmentally because its presentation changes with age, instructional context, and identification model.
4
The review highlights newer behavioral, educational, and novel intervention approaches for mathematical disability.
5
The review traces changing terminology and identification models for specific learning disability in mathematics, including educational and medical perspectives.
Research Object
individuals with specific learning disability in mathematics (math disability)
Research Subject
the changing terminology, developmental presentation, genetic and neuroimaging correlates, identification, screening, remediation, and emerging interventions for math disability
Publication Details
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2018-01-01
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