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Mathematical Learning and Its Difficulties in the United States: Current Issues in Screening and Intervention

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Abstract

Over the course of the past decade, the field of mathematics learning disabilities (MLD) in the United States has evolved significantly. This chapter highlights key contributions that have affected screening and intervention in the United States in two crucial areas of mathematics education: core number competencies in the early grades and fractions in the intermediate grades. We discuss studies that identify powerful predictors of and influences on MLD for both of these areas and detail the long-term impact that failure to acquire knowledge in these areas may have on mathematical development. We also discuss validated screeners for detection of potential difficulties with whole numbers and fractions, respectively. Finally, we describe results from recent intervention studies indicating that these skills can be improved in many children with or at risk for MLD. The contributions represent findings that are influencing educational practice in the United States.

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Authors and Affiliations

  1. School of Education, University of Delaware, Newark, DE, USA

    Nancy C. Jordan

  2. Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA

    Luke Rinne

  3. Peter Sammartino School of Education, Fairleigh Dickinson University, Teaneck, NJ, USA

    Nicole Hansen

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  1. Nancy C. Jordan
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  2. Luke Rinne
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  3. Nicole Hansen
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Correspondence to Nancy C. Jordan .

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Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

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Jordan, N.C., Rinne, L., Hansen, N. (2019). Mathematical Learning and Its Difficulties in the United States: Current Issues in Screening and Intervention. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_12

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