However for many individuals, this isn’t a simple matter of disliking math. In schools today, there are currently 2.4 million students diagnosed with a learning disability. Learning disabilities are capricious disorders that affect one’s ability to “speak, listen, think, read, write, spell, or compute”, and thus have a negative impact on learning (Kaye, 2010). Math learning difficulties can range from mild to severe and, contrary to popular belief, are just as inescapable as reading problems; yet students with math deficits often do not receive the attention and concern they need to achieve success. The effects of repeated math failures through school years, combined with math illiteracy in adult life, can have detrimental effects for both diurnal living and occupational projections (Garnett, 1998).
With the increasingly advanced world, mathematical knowledge—critical thinking abilities, deductive logic, reasoning abilities, and problem-solving skills—is no longer optional. Math is critical for success, and as an educator, it is critical to know how to recognize and understand various math learning disabilities as well as what strategies can be implemented in ...
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...Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy instruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34(4), 262-272.
Murphy Paul, A. (2013, June 11). [Web log message]. Retrieved from http://anniemurphypaul.com/2013/06/why-do-so-many-of-us-hate-math/
Obudo, F. (2008). Teaching mathematics to students with learning disabilities: a literature review. (Master's thesis)Retrieved from http://files.eric.ed.gov/fulltext/ED500500.pdf
Wadlington, E., & Wadlington, P. L. (2008). Helping students with mathematical disabilities to succeed. Preventing School Failure, 53(1), 2-7.
Osmon, D.C., Smerz, J.M., Braun, M.M., & Plambeck, E. (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinical & Experimental Neuropsychology, 28(1), 84-95.
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