Mathematics Learning Disabilities: A View from Developmental Psychology

Journal of Learning Disabilities

Volumn 30, Issue 1, 1997, Pages 20-33

  Ginsburg, Herbert P ^a  

^a Howard Hughes Medical Institute   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; CHILD DEVELOPMENT; CHILD PSYCHOLOGY; HUMAN; LEARNING DISORDER; MATHEMATICS; PHYSIOLOGY; PRESCHOOL CHILD; STANDARD; TEACHING; UNITED STATES;

ADOLESCENT; CHILD; CHILD DEVELOPMENT; CHILD PSYCHOLOGY; CHILD, PRESCHOOL; HUMANS; LEARNING DISORDERS; MATHEMATICS; REMEDIAL TEACHING; UNITED STATES;

EID: 0030641513     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221949703000102     Document Type: Article

References (60)

1. Anteil, S., & Keating, D. (1983). Perception of numerical invariance in neonates. Child Development, 54, 695-701.
2. Arbeiter, S. (1984). Profiles, college-bound seniors, 1984. New York: College Entrance Examination Board.
3. Badian, N. A. (1983). Dyscalculia and non-verbal disorders of learning. In H. R. Mykelbust (Ed.), Progress in learning disabilities (pp. 235-264). New York: Stratton.
4. Baroody, A. J. (1987). Children's mathematical thinking. New York: Teachers College Press.
5. Binet, A., & Simon, T. (1916). The development of intelligence in children. Baltimore: Williams & Wilkins.
6. Bloom, L. (1970). Language development: Form and function in emerging grammars. Cambridge, MA: MIT Press.
7. Campione, J. C., Brown, A. L., Ferrara, R. A., & Bryant, N. R. (1984). The zone of proximal development: Implications for individual differences and learning. In B. Rogoff & J. V. Wertsch (Eds.), New directions for child development: Children's learning in the zone of proximal development (pp. 77-91). San Francisco: Jossey-Bass.
8. Carraher, T. N., Carraher, D. W., & Schliemann, A. S. (1985). Mathematics in streets and schools. British Journal of Developmental Psychology, 3, 21-29.
9. Dantzig, T. (1954). Number: The language of science (4th ed.). New York: Macmillan.
10. Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D., & Agard, P. (1993). Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding. Journal for Research in Mathematics Education, 24(1), 8-40.
11. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
12. Farnham-Diggory, S. (1992). The learning-disabled child. Cambridge, MA: Harvard University Press.
13. Ferrini-Mundy, J., & Lauten, D. (1993). Teaching and learning calculus. In P. S. Wilson (Ed.), Research ideas for the classroom: High school mathematics (pp. 155-176). New York: Macmillan.
14. Fetterman, D. (1989). Ethnography: Step by step. Newbury Park, CA: Sage.
15. Geary, D. C. (1990). A componential analysis of an early learning deficit in mathematics. Journal of Experimental Child Psychology, 49, 363-383.
16. Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362.
17. Gelman, R. (1980). What young children know about numbers. Educational Psychologist, 15, 54-68.
18. Ginsburg, H. P. (1986). The myth of the deprived child: New thoughts on poor children. In U. Neisser (Ed.), The school achievement of minority children: New perspectives (pp. 169-189). Hillsdale, NJ: Erlbaum.
19. Ginsburg, H. P. (1989). Children's arithmetic: How they learn it and how you teach it (2nd ed.). Austin, TX: PRO-ED.
20. Ginsburg, H. P. (1990). Assessment probes and instructional activities: The test of early mathematics ability (2nd ed.). Austin, TX: PRO-ED.
21. Ginsburg, H. P. (in press). Toby's math. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking. Hillsdale, NJ: Erlbaum.
22. Ginsburg, H. P., Jacobs, S. F., & Lopez, L. S. (1993). Assessing mathematical thinking and learning potential. In R. B. Davis & C. S. Maher (Eds.), Schools, mathematics, and the world of reality (pp. 237-262). Boston: Allyn & Bacon.
23. Ginsburg, H. P., Posner, J. K., & Russell, R. L. (1981). The development of mental addition as a function of schooling and culture. Journal of Cross-Cultural Psychology, 12, 163-178.
24. Ginsburg, H. P., & Russell, R. L. (1981). Social class and racial influences on early mathematical thinking. Monographs of the Society for Research in Child Development, 46 (No. 6, Serial No. 193).
25. Glaser, R. (1981). The future of testing: A research agenda for cognitive psychology and psychometrics. American Psychologist, 36, 923-936.
26. Greenfield, P. M. (1984). A theory of the teacher in the learning activities of everyday life. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 95-116). Cambridge, MA: Harvard University Press.
27. Groen, G., & Resnick, L. B. (1977). Can preschool children invent addition algorithms? Journal of Educational Psychology, 69, 645-652.
28. Hughes, M. (1986). Children and number: Difficulties in learning mathematics. New York: Basil Blackwell.
29. Klein, A., & Starkey, P. (1988). Universals in the development of early arithmetic cognition. In G. Saxe & M. Gearhart (Eds.), Children's mathematics (pp. 5-26). San Francisco: Jossey-Bass.
30. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown.
31. Kuhn, D. (1992). Cognitive development. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (pp. 211-272). Hillsdale, NJ: Erlbaum.
32. Kuhn, D., & Phelps, E. (1982). The development of problem-solving strategies. In H. Reese & L. Lipsitt (Eds.), Advances in child development and behavior (pp. 1-44). San Diego: Academic Press.
33. McDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 269-305). Cambridge, England: Cambridge University Press.
34. National Center for Education Statistics. (1990). Digest of education statistics. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
35. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
36. Natriello, G., McDill, E. L., & Pallas, A. M. (1990). Schooling disadvantaged children: Racing against catastrophe. New York: Teachers College Press.
37. Noddings, N. (1990). Constructivism in mathematics education. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 7-18). Reston, VA: National Council of Teachers of Mathematics.
38. Nunes, T., Schliemann, A. D., & Carraher, D. W. (1993). Street mathematics and school mathematics. Cambridge, England: Cambridge University Press.
39. Piaget, J. (1952a). The child's conception of number (C. Gattegno & F.M. Hodgson, Trans.). London: Routledge & Kegan Paul Ltd. (Original work published 1941)
40. Piaget, J. (1952b). The origins of intelligence in children (M. Cook, Trans.). New York: International Universities Press. (Original work published 1936)
41. Pillemer, D. B., & White, S. H. (1989). Childhood events recalled by children and adults. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 21, pp. 83-98). New York: Academic Press.
42. Poplin, M. S. (1988). The reductionistic fallacy in learning disabilities: Replicating the past by reducing the present. Journal of Learning Disabilities, 21, 389-400.
43. Post, T. R., Harel, G., Behr, M. J., & Lesh, R. (1991). Intermediate teachers' knowledge of rational number concepts. In E. Fennema, T. P. Carpenter, & S. J. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 177-198). Albany, NY: SUNY.
44. Resnick, L. B., Levine, J. M., & Teasley, S. D. (Eds.). (1991). Perspectives on socially shared cognition. Washington, DC:
45. American Psychological Association. Royer, J. M., Cisero, C. A., & Carlo, M. S. (1993). Techniques and procedures for assessing cognitive skills. Review of Educational Research, 63, 201-243.
46. Russell, R. L., & Ginsburg, H. P. (1984). Cognitive analysis of children's mathematics difficulties. Cognition and Instruction, 1, 217-244.
47. Saxe, G., Guberman, S. R., & Gearhart, M. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, 52 (2, Serial No. 216).
48. Schoenfeld, A. H. (1985). Making sense of "Out Loud" problem-solving protocols. Journal of Mathematical Behavior, 4, 171-191.
49. Schoenfeld, A. H. (1989). Exploration of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20, 338-355.
50. Shaywitz, S. E., Escobar, M. D., Shaywitz, B. A., Fletcher, J. M., & Makuch, R. (1992). Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability. The New England Journal of Medicine, 236, 145-150.
51. Siegler, R. S. (1988). Strategy choice procedures and the development of multiplication skill. Journal of Experimental Psychology: General, 117, 258-275.
52. Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620.
53. Smith, N. J., & Wendelin, K. H. (1981). Using children's books to teach mathematical concepts. Arithmetic Teacher, 29, 10-15.
54. Stevenson, H., Lee, S. S., & Stigler, J. (1986). The mathematics achievement of Chinese, Japanese, and American children. Science, 56, 693-699.
55. Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit.
56. Stigler, J. W., & Perry, M. (1988). Mathematics learning in Japanese, Chinese, and American classrooms. In G. B. Saxe & M. Gearhart (Eds.), Children's mathematics (pp. 27-54). San Francisco: Jossey-Bass.
57. Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research in mathematics teaching and learning (pp. 127-146). New York: Macmillan.
58. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, Trans.). Cambridge, MA: Harvard University Press. (Original work published 1930)
59. Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original work published 1934)
60. Whitehead, A. N. (1929). The aims of education. New York: Macmillan.