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 language | English |
|---|---|
| Title of host publication | K-12 Mathematics Education In Israel |
| Subtitle of host publication | Issues and Innovations |
| Publisher | World Scientific Publishing Co. Pte Ltd |
| Pages | 385-393 |
| Number of pages | 9 |
| Volume | 13 |
| ISBN (Electronic) | 9789813231191 |
| ISBN (Print) | 9789813231184 |
| DOIs | |
| State | Published - 27 Feb 2018 |
Bibliographical note
Publisher Copyright:© 2018 by World Scientific Publishing Europe Ltd.
