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  • 4 - Learning Disabilities in Mathematics

  • from Part I - Individual-Level Academic Interventions
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 48-63

  • Summary

    Research in the field of mathematical learning disability (MLD) is growing. Though a proportion of children in every school appear to struggle with mathematical achievement, MLD characterizes a subgroup of students with poor achievement and skill deficits that differentiate them from their low-achieving peers. This chapter explores some of the characteristics of children with MLD, including underachievement in mathematics, poor number sense, limited working memory, and additional processing deficits. Emerging evidence for universal screening, prevention, and early intervention are also presented. The chapter ends with guidelines for school psychologists to apply the extant literature to their own practice, along with a list of resources to gain further expertise on the typical and atypical development of numerical cognition.