Mathematical learning disability, diagnosis and intervention: An examination of the israeli education system

Sarit Silverman*, Nitza Mark-Zigdon, Sarit Ashkenazi

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Understanding the etiology of mathematical learning disability (MLD) has impli cations for assessments and remedial mathematics education. Diverging opinions regarding the source of the difficulty underlying MLD have slowed progress for new interventions and diagnostic testing in Israel and around the world. Tra ditional approaches suggest that the source is impaired quantity representation, while others propose skills that support mathematical learning, such as working memory. Currently, there is no normed assessment for MLD in Israel. We pro pose the establishment of a new test that includes basic numerical processing, mathematics curriculum-based tasks and cognitive tasks. In addition to assess ment, educational and cognitive interventions are reviewed. Further progress is needed to establish a normed diagnostic tool, create personalized interventions and greater inclusion of children with MLD in mathematics classrooms.

Original languageAmerican English
Title of host publicationK-12 Mathematics Education In Israel
Subtitle of host publicationIssues and Innovations
PublisherWorld Scientific Publishing Co. Pte Ltd
Pages385-393
Number of pages9
Volume13
ISBN (Electronic)9789813231191
ISBN (Print)9789813231184
DOIs
StatePublished - 27 Feb 2018

Bibliographical note

Publisher Copyright:
© 2018 by World Scientific Publishing Europe Ltd.

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