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Original Articles

Numerical and Arithmetical Cognition: Performance of Low- and Average-IQ Children

Pages 65-91 | Published online: 15 Oct 2010

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Read on this site (9)

Amanallah Soltani & Sanaz Mirhosseini. (2020) The Contribution of General Cognitive Abilities and Specific Number Skills toward Arithmetic Performance in Students with Mild Intellectual Disability. International Journal of Disability, Development and Education 67:5, pages 547-562.
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Ulf Träff, Anna Levén, Rickard Östergren & Daniel Schöld. (2020) Number Magnitude Processing and Verbal Working Memory in Children with Mild Intellectual Disabilities. Developmental Neuropsychology 45:3, pages 139-153.
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Kerstin Göransson, Tina Hellblom-Thibblin & Eva Axdorph. (2016) A Conceptual Approach to Teaching Mathematics to Students With Intellectual Disability. Scandinavian Journal of Educational Research 60:2, pages 182-200.
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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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Margit Askeland. (2012) Sound-based strategy training in multiplication. European Journal of Special Needs Education 27:2, pages 201-217.
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Dolf Zillmann, Coy Callison & Rhonda Gibson. (2009) Quantitative Media Literacy: Individual Differences in Dealing with Numbers in the News. Media Psychology 12:4, pages 394-416.
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DavidC. Geary. (2007) An Evolutionary Perspective on Learning Disability in Mathematics. Developmental Neuropsychology 32:1, pages 471-519.
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Articles from other publishers (27)

Di Liu, Yiwen Mao, Weiwei Cai, Qingli Lei, Rui Kang & Yingying Zeng. (2023) Meta-Analysis of Tablet-Mediated Interventions to Teach Mathematics for Individuals With Autism Spectrum Disorder and/or Intellectual Disability. Journal of Special Education Technology.
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Flavia H. Santos, Fabiana S. Ribeiro, Ana Luiza Dias-Piovezana, Caterina Primi, Ann Dowker & Michael von Aster. (2022) Discerning Developmental Dyscalculia and Neurodevelopmental Models of Numerical Cognition in a Disadvantaged Educational Context. Brain Sciences 12:5, pages 653.
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R. M. Abdou, N. H. Hamouda & A. M. Fawzy. (2020) Validity and reliability of the Arabic dyscalculia test in diagnosing Egyptian dyscalculic school-age children. The Egyptian Journal of Otolaryngology 36:1.
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Brian Butterworth. (2018) The implications for education of an innate numerosity-processing mechanism. Philosophical Transactions of the Royal Society B: Biological Sciences 373:1740, pages 20170118.
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Devon DelVecchio, William J. Jones & Eric Stenstrom. (2017) Integrating partitioned prices via computational estimation. Psychology & Marketing 34:8, pages 823-835.
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Melissa M. Root, Lavinia Marchis, Erica White, Troy Courville, Dowon Choi, Melissa A. Bray, Xingyu Pan & Jessica Wayte. (2016) How Achievement Error Patterns of Students With Mild Intellectual Disability Differ From Low IQ and Low Achievement Students Without Diagnoses. Journal of Psychoeducational Assessment 35:1-2, pages 94-110.
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Carmen Brankaer, Pol Ghesquière & Bert De Smedt. (2015) The Effect of a Numerical Domino Game on Numerical Magnitude Processing in Children With Mild Intellectual Disabilities. Mind, Brain, and Education 9:1, pages 29-39.
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Carmen Brankaer, Pol Ghesquière & Bert De Smedt. (2014) Numerical magnitude processing deficits in children with mathematical difficulties are independent of intelligence. Research in Developmental Disabilities 35:11, pages 2603-2613.
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Carmen Brankaer, Pol Ghesquière & Bert De Smedt. (2013) The development of numerical magnitude processing and its association with working memory in children with mild intellectual disabilities. Research in Developmental Disabilities 34:10, pages 3361-3371.
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Michelle Brugnera Cruz Cechin, Adriana Corrêa Costa & Beatriz Vargas Dorneles. (2013) Ensino de fatos aritméticos para escolares com deficiência intelectual. Revista Brasileira de Educação Especial 19:1, pages 79-92.
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Jessica M. Namkung & Lynn S. Fuchs. (2012) Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty. Learning Disabilities Research & Practice 27:1, pages 2-11.
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Carmen Brankaer, Pol Ghesquière & Bert De Smedt. (2011) Numerical magnitude processing in children with mild intellectual disabilities. Research in Developmental Disabilities 32:6, pages 2853-2859.
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Lio Moscardini. (2010) ‘I like it instead of maths’: how pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems. British Journal of Special Education 37:3, pages 130-138.
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David C. Geary. 2010. Developmental Disorders and Interventions. Developmental Disorders and Interventions 45 77 .
David C. Geary, Drew H. Bailey, Andrew Littlefield, Phillip Wood, Mary K. Hoard & Lara Nugent. (2009) First-grade predictors of mathematical learning disability: A latent class trajectory analysis. Cognitive Development 24:4, pages 411-429.
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Margaret Semrud-Clikeman & Phyllis Anne Teeter EllisonMargaret Semrud-Clikeman & Phyllis Anne Teeter Ellison. 2009. Child Neuropsychology. Child Neuropsychology 275 327 .
Christine Lawson. 2008. Mathematical Difficulties. Mathematical Difficulties 109 141 .
Melissa M. Murphy, Michèle M. M. MazzoccoLaurie B. Hanich & Martha C. Early. (2016) Cognitive Characteristics of Children With Mathematics Learning Disability (MLD) Vary as a Function of the Cutoff Criterion Used to Define MLD. Journal of Learning Disabilities 40:5, pages 458-478.
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David Evans. (2016) Developing Mathematical Proficiency in the Australian Context. Journal of Learning Disabilities 40:5, pages 420-426.
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David C. Geary, Mary K. Hoard, Jennifer Byrd-Craven, Lara Nugent & Chattavee Numtee. (2007) Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability. Child Development 78:4, pages 1343-1359.
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Snorre A. Ostad & Peer M. Sorensen. (2016) Private Speech and Strategy-Use Patterns. Journal of Learning Disabilities 40:1, pages 2-14.
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John Woodward. (2016) Developing Automaticity in Multiplication Facts: Integrating Strategy Instruction with Timed Practice Drills. Learning Disability Quarterly 29:4, pages 269-289.
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David C Geary, Mary K Hoard, Jennifer Byrd-Craven & M Catherine DeSoto. (2004) Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology 88:2, pages 121-151.
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David C. Geary. (2016) Mathematics and Learning Disabilities. Journal of Learning Disabilities 37:1, pages 4-15.
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Ana R. Delgado & Gerardo Prieto. (2004) Cognitive mediators and sex-related differences in mathematics. Intelligence 32:1, pages 25-32.
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RANDY G. FLOYD, JEFFREY J. EVANS & KEVIN S. McGREW. (2003) Relations between measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities and mathematics achievement across the school‐age years. Psychology in the Schools 40:2, pages 155-171.
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David C. Geary, Carmen O. Hamson & Mary K. Hoard. (2000) Numerical and Arithmetical Cognition: A Longitudinal Study of Process and Concept Deficits in Children with Learning Disability. Journal of Experimental Child Psychology 77:3, pages 236-263.
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