School Neuropsychology: A Practitioner's Handbook

By James B. Hale; Catherine A. Fiorello | Go to book overview

CHAPTER 6
The Neuropsychology of Mathematics Disorders

CHARACTERISTICS OF CHILDREN WITH MATHEMATICS DISORDERS

Is Math Different?

As we have noted in Chapter 5, much more is known about reading disorders (RDs) than about mathematics disorders (MDs) and other types of learning disorders (LDs). Because there is so much emphasis on reading in teacher-training programs, teachers find themselves struggling with mathematics computation and word problem instruction, especially when children have difficulty in these areas. Many children with math problems also have problems in reading and written language, and in these cases there may be similar neuropsychological reasons for their difficulties. Some children with MDs have significant psychosocial concerns, while others seem to be well adjusted. The reasons for their differential presentation can be environmental, biological, or (most likely) some combination of both. Some children are quite anxious when it comes to math skills; others take great pleasure in learning math concepts and computation skills. Recognizing how children with MDs solve math problems, and what types of errors they commit, can provide us with an understanding of how to remediate or compensate for their deficient performance. As we have stressed throughout this book, each child's MD is unique in some way, and a thorough investigation may reveal different underlying causes for his or her difficulties, as can be seen in Case Study 6.1.


Basic Components of Math Competency

To understand the underlying neurospsychological processes required for math competency, it is important to recognize how math skills develop. What do children need in order to learn math skills? In his discussion of concrete operations, Piaget (1965) taught us about several important underlying concepts critical for math competency, including one-to-one correspondence, classification, seriation, and conservation. When children are learning about quantity and operations (es

-210-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
School Neuropsychology: A Practitioner's Handbook
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 329

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.