Mathematical Difficulties: Psychology and Intervention

Front Cover
Elsevier, Jul 25, 2008 - Psychology - 272 pages
0 Reviews
This book examines the mathematical difficulties in typical and atypical populations. It discusses the behavioural, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties. The book brings together studies from different disciplines, including developmental psychology, neuroscience and education, and includes perspectives from practicing teachers.

The book is divided into three major sections. The first includes chapters about the nature and characteristics of mathematical difficulties in the population as a whole, in relation to both psychology and education. The second deals with mathematical difficulties in children with other problems such as specific language impairment and dyslexia. The third discusses methods of interventions aimed at preventing, treating or ameliorating mathematical difficulties, and will include discussions of assessment and diagnosis.

What people are saying - Write a review

We haven't found any reviews in the usual places.


Developmental Trajectories and Educational Implications
Chapter 2 Toward a Developmental Cognitive Neuroscience Approach to the Study of Typical and Atypical Number Development
Chapter 3 A Number Sense Assessment Tool for Identifying Children at Risk for Mathematical Difficulties
Chapter 4 The Essence of Early Childhood Mathematics Education and the Professional Development Needed to Support It
Results from the Leverhulme Longitudinal Study
Chapter 6 An Analysis of Childrens Numerical Difficulties with the Aid of a Dyscalculia Test Battery and a Presentation of Remedial Approaches to F...
Aspects of Learner Characteristics in a Developmental Perspective
Chapter 8 Number Development and Children with Specific Language Impairment
Chapter 9 The Performance of Dyslexic and NonDyslexic Boys at Division Sums
Intervention and Research
An Early Number Program Focusing on Intensive Intervention
Chapter 12 Making Intervention in Numeracy More Effective in Schools
A Teachers Notes

Other editions - View all

Common terms and phrases

About the author (2008)

Gary D. Phye, Past President of the Iowa Educational Research and Evaluation Association, is the new editor of the Academic Press Educational Psychology Book Series. He has published numerous research articles and book chapters in the areas of classroom learning and transfer. He previously co-edited two of the bestselling volumes in the book series: School Psychology with Dan Reschly and Cognitive Classroom Learning with Tom Andre. In addition to being the co-author of an undergraduate educational psychology text, Dr. Phye has also co-authored (with K. Josef Klauer) a newly-published program designed to teach and assess the inductive reasoning and metacognitive strategies of young children. Dr. Phye is currently working with the Ames Community public schools in the training and assessment of inductive reasoning strategies of special needs children in primary and intermediate grades.

Bibliographic information