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Specific learning disability in mathematics: a comprehensive review.

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Summary
This summary is machine-generated.

This review covers math disability (MD), including its changing terminology, genetics, and neuroimaging. Early identification and evidence-based interventions are crucial for academic and future success.

Keywords:
Mathematical disabilitychildhoodinterventionslearning disordersnumerosity

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Area of Science:

  • Developmental Psychology
  • Educational Neuroscience
  • Genetics

Background:

  • Mathematical skills are foundational for academic achievement and adult career success.
  • Specific learning disabilities (SLD) in mathematics present unique challenges.
  • Understanding the developmental trajectory of math disability (MD) is essential.

Purpose of the Study:

  • To review the evolving terminology and diagnostic criteria for math disability.
  • To explore emerging research in the genetics and neuroimaging of MD.
  • To discuss developmental perspectives and evidence-based interventions for MD.

Main Methods:

  • Literature review of terminology changes in specific learning disabilities (SLD) in math.
  • Synthesis of current genetics and neuroimaging studies related to math disability (MD).
  • Analysis of developmental changes in MD presentation and identification models.

Main Results:

  • Terminology for math disability has evolved, impacting identification and understanding.
  • Genetics and neuroimaging offer new insights into the underlying mechanisms of MD.
  • MD presentation varies significantly with age, instruction, and diagnostic models.

Conclusions:

  • A developmental perspective is critical for understanding and addressing math disability.
  • Systematic screening and evidence-based interventions are vital for effective remediation.
  • Emerging behavioral, educational, and novel interventions show promise for supporting individuals with MD.