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Mathematics learning disabilities: a view from developmental psychology

H P Ginsburg1

  • 1Department of Developmental and Educational Psychology, Teachers College, Columbia University, New York, NY 10027, USA.

Journal of Learning Disabilities
|January 1, 1997
PubMed
Summary

Identifying children with math learning disabilities requires a developmental approach. Research must examine schooling context, cognitive processes, and motivation to understand academic challenges.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Cognitive Science

Background:

  • U.S. education faces challenges impacting math achievement in capable students.
  • Distinguishing genuine learning disabilities from other factors is crucial for effective intervention.

Purpose of the Study:

  • To outline a complex developmental research agenda for understanding mathematics learning difficulties.
  • To identify key factors influencing children's mathematical achievement and academic failure.

Main Methods:

  • Utilizing sensitive research methods like clinical interviews and ethnographies.
  • Examining the development of knowledge construction within the school context.

Main Results:

  • Highlights the need to consider instructional quality, prior knowledge, and motivation.

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  • Emphasizes the role of cognitive processes and diverse mathematical difficulties.
  • Stresses the importance of tracking developmental changes in mathematical thinking.

    • Conclusions:

    • A comprehensive developmental perspective is essential for accurate diagnosis and support.
    • Interdisciplinary research considering multiple factors is necessary to address math achievement gaps.