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Open Access
Article
Publication date: 4 September 2020

Amr Shawky, Ehab Elbiblawy and Guenter Maresch

This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

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Abstract

Purpose

This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

Design/methodology/approach

To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R2) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school.

Findings

Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization.

Originality/value

This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.

Details

Journal of Humanities and Applied Social Sciences, vol. 3 no. 3
Type: Research Article
ISSN:

Keywords

Book part
Publication date: 25 September 2020

Emily Bouck and Rajiv Satsangi

Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and…

Abstract

Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and achievement of students with disabilities in mathematics in general and in inclusive mathematics settings in particular. In this chapter, assistive technology to academic and functional mathematics will be discussed; particularly, manipulatives, calculators and other technology-mediated mathematics interventions (e.g., apps or computer programs) will be highlighted.

Details

Assistive Technology to Support Inclusive Education
Type: Book
ISBN: 978-1-78769-520-7

Keywords

Book part
Publication date: 18 July 2007

Evelyn H. Kroesbergen, Bernadette A.M. Van de Rijt and Johannes E.H. Van Luit

At the beginning of children's school careers, large differences already exist between children in their mathematical skills and knowledge. Preparatory math skills such as…

Abstract

At the beginning of children's school careers, large differences already exist between children in their mathematical skills and knowledge. Preparatory math skills such as counting and Piagetian operations are important predictors of later math learning disabilities. However, little research has been conducted on the underlying processes that could explain or predict these preparatory math skills. Traditionally, intelligence has been viewed, next to language (vocabulary), as an important predictor of school success in general and math performance in specific. However, recent studies suggest that other, more fluid, domain-general cognitive processes, such as working memory and executive functions, are better predictors than traditional IQ scores. This chapter reports on two studies in which the relations between early mathematics and different working memory components are investigated. In the first study, the relations between the Early Numeracy Test (ENT) and five working memory aspects have been studied in a correlational study with 240 kindergartners. The following working memory components can be distinguished: the central executive controlling system, the phonological component, and the visuospatial component. In this study, three distinctive executive functions were measured: inhibition, shifting, and planning. The results show that phonological working memory, shifting, and planning are highly related to children's early math competence. Together, these functions can explain 50% of the total variance in early math. In a second study under 111 kindergartners, it was found that the scores on the ENT are moderately related to the executive function planning. Contrary to the expectations, intelligence was more related to preparatory math skills than planning. However, in a short training study with 15 low performing children, it was found that children's planning scores could better predict their improvement than intelligence: children low in planning did not profit as much from the training as children with higher planning capacities. The results of these studies emphasize the need for further research on the relations between working memory processes and preparatory math skills. These processes seem to play an important role in the origin of math learning difficulties. The results of the second study also suggest that remediation of early math learning difficulties should be adapted according to children's cognitive profiles regarding working memory and executive functions.

Details

International Perspectives
Type: Book
ISBN: 978-1-84950-503-1

Book part
Publication date: 18 July 2007

Annemie Desoete

Problems with learning disabilities are life affecting (Murray, C., Goldstein, D. E., & Nourse, S. (2000). The postsecondary school attendance and completion rates of high school…

Abstract

Problems with learning disabilities are life affecting (Murray, C., Goldstein, D. E., & Nourse, S. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Research and Practice, 15, 182–186; Westby, 2000; Rojewski, 1999a; Hall et al., 2002). The impact of poor mathematical skills on employment prospects is even bigger than the influence of poor reading skills (Dowker, 2005). After an introduction on the definition, prevalence and impact, gender and birth order, subtypes, comorbidity and assessment of cognition and metacognition in mathematical learning disabilities, we will focus on the features of mathematical learning disabilities in adolescence and adulthood and on the STI(mulation), CO(mpensation), R(emediation) and DI(spensation) (STICORDI) devices to help students with mathematical learning disabilities. With such devices “reasonable” adjustments are provided to ensure that disabled students are not placed at a substantial disadvantage compared to non-disabled students.

Details

International Perspectives
Type: Book
ISBN: 978-1-84950-503-1

Book part
Publication date: 2 January 2013

Valerie L. Mazzotti and April L. Mustian

Currently, students with learning disabilities make up the largest group of students receiving special education services across the country. To understand the themes and…

Abstract

Currently, students with learning disabilities make up the largest group of students receiving special education services across the country. To understand the themes and dimensions of learning disabilities, it is important to explore the historical progression of learning disabilities over time, including characteristics and outcomes of these students. This chapter will provide readers with in-depth information on the characteristics, national representation, demographics, and educational and long-term outcomes of students with learning disabilities.

Details

Learning Disabilities: Identification, Assessment, and Instruction of Students with LD
Type: Book
ISBN: 978-1-78190-426-8

Book part
Publication date: 12 May 2022

Minyi Shih Dennis

Students with mathematics-related learning difficulties (MLD) experience difficulties in many areas of mathematics achievement; without intervention, these difficulties will…

Abstract

Students with mathematics-related learning difficulties (MLD) experience difficulties in many areas of mathematics achievement; without intervention, these difficulties will persist. In this chapter, I first review research examined cognitive processes deficits of MLD. Because difficulties in learning mathematics are presumably due to these cognitive deficits, findings of these studies can shed light on developing effective intervention programs. Second, using Response to Intervention (RTI) as a framework to distinguish the intensity level of intervention, I review findings from existing Tier 2 and Tier 3 intervention studies and synthesize the instructional approaches used in these studies as well as the factors researchers used to intensify the intervention. Finally, Data-Based Individualization (DBI), a systematic approach to intensify intervention, commonly used at the Tier 3 level, is review. Suggestions for future research directions for intensive mathematics intervention are also provided.

Details

Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80262-738-1

Keywords

Book part
Publication date: 2 July 2003

Thomas E Scruggs and Margo A Mastropieri

This chapter reviews problems in the identification of learning disabilities, with particular reference to issues involving discrepancy between IQ and achievement as a criterion…

Abstract

This chapter reviews problems in the identification of learning disabilities, with particular reference to issues involving discrepancy between IQ and achievement as a criterion for definition. Alternatives to present procedures for identification of learning disabilities are described. It is concluded that no presently proposed alternative meets all necessary criteria for identification of learning disabilities, and that radically altering or eliminating present conceptualizations of learning disabilities may be problematic. The major problems of identification of learning disabilities – including over-identification, variability, and specificity – can be addressed, it is suggested, by increasing specificity and consistency of state criteria and strict adherence to identification criteria on the local implementation level. However, further research in alternative methods for identifying learning disabilities is warranted.

Details

Advances in Learning and Behavioral Disabilities
Type: Book
ISBN: 978-0-76231-029-6

Book part
Publication date: 15 July 2015

Robert A. Stodden, Kaveh Abhari and Eran Kong

This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform…

Abstract

This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities.

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

Book part
Publication date: 29 June 2016

Paul J. Riccomini, Jiwon Hwang and Stephanie Morano

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving…

Abstract

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving tasks are much more challenging to remediate than computational and procedural skills. Given the complexities involved in authentic problem-solving activities emphasized in current mathematics standards and the inherent challenges presented to students with LD, the importance of using strategies and techniques guided by evidence-based practices is paramount. Yet, ineffective instructional strategies for problem solving are still widespread in both mathematics curricula and available teacher resources. In this chapter, we provide a description of a commonly used ineffective problem-solving strategy (i.e., the keyword strategy), an overview of the keyword research, and an explanation for its ineffectiveness. We conclude with a description of three evidenced-based problem-solving approaches and practices that significantly improve the mathematical performance of students with LD.

Details

Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Keywords

Book part
Publication date: 10 July 2006

Lee Swanson and Olga Jerman

This chapter synthesized some of the published literature comparing the cognitive functioning of children with math disabilities (MD) with (1) average achieving children, (2…

Abstract

This chapter synthesized some of the published literature comparing the cognitive functioning of children with math disabilities (MD) with (1) average achieving children, (2) children with reading disabilities (RD), and (3) children with comorbid disabilities (RD+MD). Twenty-one studies, which yielded 194 effect sizes (ESs), indicated that average achievers outperformed children with MD on measures of verbal problem solving (M=−0.58), naming speed (M=−0.70), verbal (M=−0.70) and visual-spatial working memory (WM, M=−0.63), and long-term memory (LTM, M=−0.72). The results further indicated that children with MD outperformed children with combined disabilities on measures of literacy (M=0.75), visual-spatial problem solving (M=0.51), LTM (M=0.44), short-term memory (STM) for words (M=0.71), and verbal WM (M=0.30). Children with MD could only be clearly differentiated from children with RD on measures of naming speed (−0.23) and visual-spatial WM (−0.30). The magnitude of ESs was persistent across age and severity of math disability. Hierarchical linear modeling (HLM) indicated that the magnitude of ES in overall cognitive functioning between MD and average achievers was due to verbal WM deficits when the effect of all other variables (e.g., age, IQ, reading level, other domain categories) were partialed out. The results are discussed within the context of defining MD by level of severity of WM abilities.

Details

Applications of Research Methodology
Type: Book
ISBN: 978-0-76231-295-5

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