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Original Articles

An Evolutionary Perspective on Learning Disability in Mathematics

Pages 471-519 | Published online: 05 Dec 2007

Keep up to date with the latest research on this topic with citation updates for this article.

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Song A. An, Daniel A. Tillman & Alyse C. Hachey. (2021) Off the paper and into the dance: investigating preservice elementary teachers’ experiences with dynamic spatial reasoning choreography tasks. Research in Dance Education 22:1, pages 17-37.
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Bashir Abu-Hamour. (2018) The cognitive profiles of Jordanian students at risk for math disability. International Journal of Inclusive Education 22:10, pages 1093-1107.
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Carlos O. Calderón-Tena. (2016) Mathematical development: the role of broad cognitive processes. Educational Psychology in Practice 32:2, pages 107-121.
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Matthew E. Foster, Rose A. Sevcik, Maryann Romski & Robin D. Morris. (2015) Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities. Developmental Neurorehabilitation 18:5, pages 304-316.
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Gordon E. Taub, Kevin S. McGrew & Timothy Z. Keith. (2015) Effects of Improvements in Interval Timing on the Mathematics Achievement of Elementary School Students. Journal of Research in Childhood Education 29:3, pages 352-366.
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Minyi Shih Dennis, Brian R. Bryant & Robin Drogan. (2015) The Impact of Tier 2 Mathematics Instruction on Second Graders with Mathematics Difficulties. Exceptionality 23:2, pages 124-145.
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DAVIDC. GEARY. (2008) Whither Evolutionary Educational Psychology?. Educational Psychologist 43:4, pages 217-226.
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DAVIDC. GEARY. (2008) An Evolutionarily Informed Education Science. Educational Psychologist 43:4, pages 179-195.
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DavidC. Geary, MaryK. Hoard, Lara Nugent & Jennifer Byrd-Craven. (2008) Development of Number Line Representations in Children With Mathematical Learning Disability. Developmental Neuropsychology 33:3, pages 277-299.
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MaryK. Hoard, DavidC. Geary, Jennifer Byrd-Craven & Lara Nugent. (2008) Mathematical Cognition in Intellectually Precocious First Graders. Developmental Neuropsychology 33:3, pages 251-276.
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Rebecca Bull, Kimberly Andrews Espy & SandraA. Wiebe. (2008) Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years. Developmental Neuropsychology 33:3, pages 205-228.
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Articles from other publishers (48)

Stella ETENG-UKET & Vivian C. AMAECHI-UDOGU. (2023) Differential Influence of Demographic Variables on Dyscalculia Dimensions. International Journal of Educational Spectrum 5:2, pages 146-166.
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Nathalie Bonneton-Botté, Fanny Ollivier, Hélène Hili & Florence Bara. (2022) Evaluation des bénéfices d’un dispositif d’entraînement à l’usage des doigts en mathématiques. Canadian Journal of School Psychology 37:3, pages 289-303.
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Kristina Clausen-Suhr & Jürgen Walter. (2022) Entwicklung und Evaluation eines Screening-Verfahrens zur Prognose von Rechenschwierigkeiten in der Grundschule. Lernen und Lernstörungen 11:3, pages 125-138.
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Matthew E. Foster, Sara A. Smith & Trina D. Spencer. (2022) Sources of individual differences in early elementary school science achievement among multilingual and English monolingual children in the U.S.. Cognitive Development 63, pages 101223.
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Corey Peltier, Justin D. Garwood, John McKenna, Tiffany Peltier & Jesse Sendra. (2021) Using the SRSD Instructional Approach for Argumentative Writing: A Look across the Content Areas. Learning Disabilities Research & Practice 36:3, pages 224-234.
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Lindsey Clark, John Shelley-Tremblay & Julie Cwikla. (2021) Shared Developmental Trajectories for Fractional Reasoning and Fine Motor Ability in 4 and 5 Year Olds. Behavioral Sciences 11:2, pages 26.
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Sébastien Miravète, André Tricot & Franck Amadieu. (2020) Un sens inné du nombre ? Une revue des différentes tâches. Bulletin de psychologie Numéro 570:6, pages 297-310.
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Fanny Ollivier, Yvonnick Noël, Aline Legrand & Nathalie Bonneton-Botté. (2019) A teacher-implemented intervention program to promote finger use in numerical tasks. European Journal of Psychology of Education 35:3, pages 589-606.
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Paul Wolf, Steve Sydow, Jöran Pieper & Stefan Friedenberg. (2020) Der Blick fürs Wesentliche. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, pages 86-108.
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Ouhao Chen & Slava Kalyuga. 2020. Form, Function, and Style in Instructional Design. Form, Function, and Style in Instructional Design 1 26 .
Julia Jaekel, Nicole Baumann, Peter Bartmann & Dieter Wolke. (2019) General cognitive but not mathematic abilities predict very preterm and healthy term born adults’ wealth. PLOS ONE 14:3, pages e0212789.
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Ricardo PRIMI, Daniel Domingues dos SANTOS, Nelson HAUCK, Filip De FRUYT & Oliver Peter JOHN. (2019) Mapping self-report questionnaires for socio-emotional characteristics: What do they measure?. Estudos de Psicologia (Campinas) 36.
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Matthew E. Foster, Jason L. Anthony, Tricia A. Zucker & Lee Branum-Martin. (2019) Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners. Early Childhood Research Quarterly 46, pages 213-227.
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Thiago Pontes, Guilhermina Miranda & Gabriela Celani. (2018) Algorithm-Aided Design with Python: Analysis of Technological Competence of Subjects. Education Sciences 8:4, pages 200.
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Julia Siemann & Franz Petermann. (2018) Innate or Acquired? – Disentangling Number Sense and Early Number Competencies. Frontiers in Psychology 9.
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Silvana Maria R. Watson, João Lopes, Célia Oliveira & Sharon Judge. (2018) Error patterns in Portuguese students’ addition and subtraction calculation tasks. Journal for Multicultural Education 12:1, pages 67-82.
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Aubrey H. Wang & James P. Byrnes. 2018. Forging Connections in Early Mathematics Teaching and Learning. Forging Connections in Early Mathematics Teaching and Learning 213 238 .
Rhonda Douglas BrownRhonda Douglas Brown, Vincent J. Schmithorst & Lori Kroeger. 2018. Neuroscience of Mathematical Cognitive Development. Neuroscience of Mathematical Cognitive Development 59 77 .
Rhonda Douglas BrownRhonda Douglas Brown. 2018. Neuroscience of Mathematical Cognitive Development. Neuroscience of Mathematical Cognitive Development 1 19 .
Alice Gomez, Manuela Piazza, Antoinette Jobert, Ghislaine Dehaene-Lambertz & Caroline Huron. (2017) Numerical abilities of school-age children with Developmental Coordination Disorder (DCD): A behavioral and eye-tracking study. Human Movement Science 55, pages 315-326.
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Ahmed A. Moustafa, Richard Tindle, Zaheda Ansari, Margery J. Doyle, Doaa H. Hewedi & Abeer Eissa. (2017) Mathematics, anxiety, and the brain. Reviews in the Neurosciences 28:4, pages 417-429.
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Nancy Mather & Barbara J. Wendling. (2016) Implications of Error Analysis Studies for Academic Interventions. Journal of Psychoeducational Assessment 35:1-2, pages 215-225.
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David C. Geary. (2016) Evolution of Sex Differences in Trait- and Age-Specific Vulnerabilities. Perspectives on Psychological Science 11:6, pages 855-876.
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Sarah A. Gray & Robert A. Reeve. (2016) Number-specific and general cognitive markers of preschoolers’ math ability profiles. Journal of Experimental Child Psychology 147, pages 1-21.
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Tatiana Pontrelli Mecca, Lucas de Francisco Carvalho, Mário Rodrigues Simões & Elizeu Coutinho Macedo. (2016) Evidências de validade e fidedignidade da Escala Internacional de Inteligência Leiter-R para crianças dos 6 aos 8 anos. Psicologia: Teoria e Pesquisa 32:1, pages 53-62.
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D.C. Geary & A.M. Moore. 2016. The Mathematical Brain Across the Lifespan. The Mathematical Brain Across the Lifespan 75 103 .
Zhe Wang, Sarah L. Lukowski, Sara A. Hart, Ian M. Lyons, Lee A. Thompson, Yulia Kovas, Michèle M. M. Mazzocco, Robert Plomin & Stephen A. Petrill. (2015) Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation. Psychological Science 26:12, pages 1863-1876.
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Matthew E. Foster, Jason L. Anthony, Doug H. Clements & Julie H. Sarama. (2015) Processes in the development of mathematics in kindergarten children from Title 1 schools. Journal of Experimental Child Psychology 140, pages 56-73.
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Juliane Kohn, Karin Kucian, Elisabeth Wuithschick, Verena Mayer, Larissa Rauscher, Ursina McCaskey, Tanja Käser, Nadine Poltz, Anne Wyschkon, Sabine Quandte, Günter Esser & Michael von Aster. (2015) Rechenleistung und Fingergnosie: Besteht ein Zusammenhang?. Lernen und Lernstörungen 4:3, pages 209-223.
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장세림, 조수현 & 김나래. (2015) A short-term longitudinal study of the relationship between 2nd graders’ approximate number acuity and achievement in different domains of mathematics. Korean Journal of Cognitive and Biological Psychology 27:3, pages 481-504.
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Scott L. Decker & Alycia M. Roberts. (2015) SPECIFIC COGNITIVE PREDICTORS OF EARLY MATH PROBLEM SOLVING. Psychology in the Schools 52:5, pages 477-488.
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Virginie Crollen & Marie-Pascale Noël. (2015) The role of fingers in the development of counting and arithmetic skills. Acta Psychologica 156, pages 37-44.
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Carissa A. Cerda, Myung Hee Im & Jan N. Hughes. (2014) Learning-related skills and academic achievement in academically at-risk first graders. Journal of Applied Developmental Psychology 35:5, pages 433-443.
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Tulia Ocampo Gaviria & Óscar Sierra Fitzgerald. (2014) Análisis del funcionamiento de la memoria operativa en niños con trastornos en el aprendizaje.. Acta Colombiana de Psicología 17:2, pages 81-90.
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Julia Jaekel & Dieter Wolke. (2014) Preterm Birth and Dyscalculia. The Journal of Pediatrics 164:6, pages 1327-1332.
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Aubrey H. Wang, Feng Shen & James P. Byrnes. (2013) Does the Opportunity–Propensity Framework predict the early mathematics skills of low-income pre-kindergarten children?. Contemporary Educational Psychology 38:3, pages 259-270.
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Lynn S. Fuchs, Douglas Fuchs & Donald L. Compton. (2012) The Early Prevention of Mathematics Difficulty. Journal of Learning Disabilities 45:3, pages 257-269.
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Anika Bauer, Monika Daseking, Julia Knievel, Franz Petermann & Hans-Christian Waldmann. (2011) Kognitive Entwicklungsrisiken bei zweisprachig aufwachsenden Kindern mit Migrationshintergrund im Vorschulalter. Praxis der Kinderpsychologie und Kinderpsychiatrie 60:5, pages 351-368.
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Jean-Pierre Walch. (2011) Etude d'un profil neuropsychologique relevant du syndrome de Gerstmann développemental. Développements n° 7:1, pages 19-28.
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Douglas H. Clements & Julie Sarama. (2011) Early childhood teacher education: the case of geometry. Journal of Mathematics Teacher Education 14:2, pages 133-148.
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Clarissa Seligman Golbert & Jerusa Fumagalli de Salles. (2010) Desempenho em leitura/escrita e em cálculos aritméticos em crianças de 2ª série. Psicologia Escolar e Educacional 14:2, pages 203-210.
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Ricardo Primi, Maria Eugénia Ferrão & Leandro S. Almeida. (2010) Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math. Learning and Individual Differences 20:5, pages 446-451.
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Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Carol L. Hamlett & Joan D. Bryant. (2010) The Contributions of Numerosity and Domain-General Abilities to School Readiness. Child Development 81:5, pages 1520-1533.
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Kevin S. McGrew & Barbara J. Wendling. (2010) Cattell-Horn-Carroll cognitive-achievement relations: What we have learned from the past 20 years of research. Psychology in the Schools 47:7, pages 651-675.
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MINNA KYTTÄLÄ, PIRJO AUNIO & JARKKO HAUTAMÄKI. (2010) Working memory resources in young children with mathematical difficulties. Scandinavian Journal of Psychology 51:1, pages 1-15.
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Julia Knievel, Monika Daseking & Franz Petermann. (2010) Kognitive Basiskompetenzen und ihr Einfluss auf die Rechtschreib- und Rechenleistung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 42:1, pages 15-25.
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David C. Geary. 2010. Developmental Disorders and Interventions. Developmental Disorders and Interventions 45 77 .

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