ABSTRACT

Mathematics plays an important part in every person’s life, so why isn’t everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines, all of whom share a high public profile. More than fifty experts write about mathematics learning difficulties and disabilities from a range of perspectives and answer questions such as:

  • What are mathematics learning difficulties and disabilities?
  • What are the key skills and concepts for learning mathematics?
  • How will IT help, now and in the future?
  • What is the role of language and vocabulary?
  • How should we teach mathematics?

By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties is the authoritative volume and is essential reading for academics in the field of mathematics. It is an incredibly important contribution to the study of dyscalculia and mathematical difficulties in children and young adults.

chapter 2|16 pages

Number difficulties in young children

Deficits in core number?
ByRobert A. Reeve, Sarah Gray

chapter 3|18 pages

Dots and digits

How do children process the numerical magnitude? Evidence from brain and behaviour
ByVivian Reigosa-Crespo, Danilka Castro

chapter 6|14 pages

The link between mathematics and logical reasoning

Implications for research and education
ByKinga Morsanyi, Denes Szücs

chapter 10|17 pages

Meeting the needs of the ‘bottom eighty per cent'

Towards an inclusive mathematics curriculum in Uganda
ByTandi Clausen-May, Remegious Baale

chapter 11|10 pages

Dyscalculia in Arabic speaking children

Assessment and intervention practices
ByJohn Everatt, Abdessatar Mahfoudhi, Mowafak Al-Manabri, Gad Elbeheri

chapter 12|10 pages

Mathematics learning and its difficulties among Chinese children in Hong Kong

ByConnie Suk-Han Ho, Terry Tin-Yau Wong, Winnie Wai Lan Chan

chapter 13|14 pages

The acquisition of mathematics skills of Filipino children with learning difficulties

Issues and challenges
BySherlynmay Hamak, Jai Astilla, Hazelle R. Preclaro

chapter 14|11 pages

The enigma of dyscalculia

ByJane Emerson

chapter 17|13 pages

Learning disabilities

Mathematics characteristics and instructional exemplars
ByDiane Pedrotty Bryant, Brian R. Bryant, Mikyung Shin, Kathleen Hughes Pfannenstiel

chapter 19|12 pages

Focused MLD intervention based on the classification of MLD subtypes

ByGiannis N. Karagiannakis, Anny Cooreman

chapter 20|15 pages

Numbersense

A window into dyscalculia and other mathematics difficulties
ByMahesh C. Sharma

chapter 21|12 pages

The Center for Improving Learning of Fractions

A progress report
ByRobert Siegler, Lynn Fuchs, Nancy Jordan, Russell Gersten, Rob Ochsendorf

chapter 22|11 pages

Lights and shadows of mental arithmetic

Analysis of cognitive processes in typical and atypical development
BySara Caviola, Daniela Lucangeli

chapter 23|11 pages

Teacher training

Solving the problem
ByJudy Hornigold

chapter 24|11 pages

Mathematics anxiety, working memory, and mathematical performance

The triple-task effect and the affective drop in performance
ByAlex M. Moore, Amy J. McAuley, Gabriel A. Allred, Mark H. Ashcraft

chapter 25|9 pages

Mathematical resilience

What is it and why is it important?
ByClare Lee, Sue Johnston-Wilder

chapter 27|12 pages

Promoting word problem solving performance among students with mathematics difficulties

The role of strategy instruction that primes the problem structure
ByAsha K. Jitendra, Danielle N. Dupuis, Amy E. Lein

chapter 28|14 pages

Mathematical storyteller kings and queens

An alternative pedagogical choice to facilitate mathematical thinking and understand children's mathematical capabilities
ByCaroline McGrath

chapter 30|13 pages

Representing, acting, and engaging

UDL and mathematics
ByElizabeth Murray, Garron Hillaire, Mindy Johnson, Gabrielle Rappolt-Schlichtmann

chapter 31|14 pages

Dyscalculia in Higher Education

Systems, support and student strategies
ByClare Trott