Why Is Math So Hard for Some Children? is the first definitive research volume that explores the evidence base for students' difficulties with mathematics. This landmark resource gives educational decision makers and researchers in-depth theoretical and practical insight into mathematical learning difficulties and disabilities, combining diverse perspectives from fields such as special education, educational psychology, developmental psychology, cognitive neuroscience, and behavioral genetics. More than 35 internationally known contributors share their expertise on
Comprehensive and multidisciplinary, this book gives readers the foundation they need to advance research, teaching strategies, and policies that identify struggling students and help put them on the path to stronger math skills.
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Professor of Pediatrics and Associate Director, Center for Academic and Reading Skills, The University of Texas Health Science Center at Houston, 7000 Fannin, UCT 2487, Houston, TX 77005. For the past 25 years, Dr. Fletcher, a child neuropsychologist, has conducted research on many aspects of the development of reading, language, and other cognitive skills in children. He has worked extensively on issues related to learning and attention problems, including definition and classification, neurobiological correlates, and, most recently, intervention.
Douglas Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchs is a former classroom teacher, special educator, and school psychologist. He directed the Vanderbilt Kennedy Center Reading Clinic for 12 years. His current interests include reading and math disabilities, intensive instruction, service delivery options, urban education, and education policy.
Lynn S. Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchsâ€™s research addresses teachersâ€™ use of classroom-based assessment information and instructional practices for improving reading and mathematics performance.
Herbert P. Ginsburg, the Jacob H. Schiff Professor of Psychology and Education at Teachers College, Columbia University, has conducted basic research on the development of mathematical thinking, with particular attention to young children and disadvantaged populations. He has drawn on cognitive developmental research to develop a mathematics curriculum, Big Math for Little Kids.
Nancy C. Jordan is Principal Investigator of the Number Sense Intervention Project (funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development) as well as the Center for Improving Learning of Fractions (funded by the Institute of Educational Sciences). She is author or coauthor of many articles in mathematics learning difficulties and has recently published articles in Child Development, Journal of Learning Disabilities, Developmental Science, Developmental Psychology, and Journal of Educational Psychology. Dr. Jordan holds a bachelor's degree from the University of Iowa, where she was awarded Phi Beta Kappa, and a master's degree from Northwestern University. She received her doctoral degree in education from Harvard University and completed a postdoctoral fellowship at the University of Chicago. Before beginning her doctoral studies, she taught elementary school children with special needs. Dr. Jordan served on the Committee on Early Childhood Mathematics of the National Research Council of the National Academies.
Stephen A. Petrill, Ph.D., Professor, Department of Psychology, The Ohio State University, 1830 Neil Avenue, Columbus, OH 43210.
Dr. Petrillâ€™s research focuses on the genetic, neurobiological, cognitive, and environmental underpinnings of dyslexia, language impairment, and math disabilities. In particular, he examines how these approaches explain the comorbidity and independence among different types of learning difficulties and their relationship to the typical range.
H. Lee Swanson, Ph.D., Distinguished Professor of Educational Psychology, University of California, Graduate School of Education, Riverside, CA, 92521. Dr. Swansonâ€™s research focuses on cognitive processes in children with learning disabilities.
"Represents seminal work on understanding mathematical learning difficulties and disabilities."(Asha Jitendra)
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