Subitizing or counting as possible screening variables for learning disabilities in mathematics education or learning?
نویسندگان
چکیده
منابع مشابه
Mathematics education and learning disabilities in Spain.
In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with spe...
متن کاملMathematics and learning disabilities.
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 term...
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The extant literature offers little to describe the processes for screening students in adult basic education (ABE) programs for potential learning disabilities, referring adult students for diagnostic assessment, or barriers to obtaining diagnostic assessment for a learning disability. Without current documentation of a learning disability, ABE students are excluded from obtaining accommodatio...
متن کاملLearning disabilities: individual needs or categorical concerns?
Despite the fact that the field of learning disabilities has grown dramatically in recent years, many questions remain unanswered or disputed. In the absence of a clear definition of learning disabilities, the authors suggest that it has become an educational simile with children described as "like a learning disabled child." It is postulated that the learning disabled label has become reflecti...
متن کاملMathematics Learning Disabilities in Girls With Fragile X or Turner Syndrome
The present study focuses on math and related skills among 32 girls with fragile X (n = 14) or Turner (n = 18) syndrome during late elementary school. Performance in each syndrome group was assessed relative to Full Scale IQ–matched comparison groups of girls from the general population (n = 32 and n = 89 for fragile X syndrome and Turner syndrome, respectively). Differences between girls with ...
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ژورنال
عنوان ژورنال: Educational Research Review
سال: 2009
ISSN: 1747-938X
DOI: 10.1016/j.edurev.2008.11.003