Mathematical disabilities: Reflections on cognitive,neuropsychological, and genetic components |
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| Authors: | David C Geary |
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| Institution: | 1. Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA;2. School of Education, The Hebrew University of Jerusalem, Mount Scopus, Jerusalem 91905, Israel;3. Department of Neurology & Neurological Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA;4. Program in Neuroscience, Stanford University School of Medicine, Stanford, CA 94305, USA;5. Symbolic Systems Program, Stanford University School of Medicine, Stanford, CA 94305, USA;1. Department of Experimental Psychology, Ghent University, H. Dunantlaan 2, B-9000 Ghent, Belgium;2. School of Medicine, Stanford University, Stanford, CA, USA;3. Department of Psychology, University of Cambridge, Cambridge, UK;1. State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern School of Brain and Cognitive Sciences, Beijing Normal University, Beijing 100875, People’s Republic of China;2. Advanced Innovation Center for Future Education & Siegler Center for Innovative Learning, Beijing Normal University, Beijing 100875, China;3. Department of Educational Psychology, University of Alberta, Edmonton, Alberta T6G 2G5, Canada;4. School of Psychology, Liaoning Normal University, Dalian 116029, China;5. School of Psychology, Beijing Normal University, Beijing 100875, People’s Republic of China |
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| Abstract: | The collection of articles in this special issue and related studies over the past decade provides a fine example of the substantial progress that has been made in our understanding and remediation of mathematical learning disabilities and difficulties since 1993 (Geary, 1993). The originally proposed procedural and retrieval deficits have been supported and a number sense deficit has been identified. There is evidence for visuospatial contributions to some aspects of mathematical learning, but identification of a core visuospatial deficit underlying some forms of mathematical learning disabilities and difficulties has been elusive. The contributions of working memory to the development and expression of these deficits is more nuanced than I originally proposed as are the brain systems supporting mathematical learning. Although much has been learned about children's difficulties in learning mathematics, but there is just as much and likely more than remains to be discovered. |
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