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Classification and Identification of Mathematics Learning Disabilities. Edition No. 1

  • ID: 1900732
  • September 2010
  • 204 Pages
  • VDM Publishing House
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This book considers the development, based solely on reading research, of the recent amendment of U.S. law for funding the remediation of learning disabilities. The issue is whether, given recent research into the classification, prediction, and prevention of mathematics learning disabilities, these reading-based amendments of the learning disability identification procedures are equally appropriate for math disabilities. Given the findings of current mathematics disability research, the book suggests otherwise. Unlike learning to read, which involves practicing just one skill set (the matching of phonemes to graphemes), mathematics learning is cumulative, requiring multiple skill sets and continuing instruction. However, little is yet known regarding the cognitive development of post-arithmetical mathematics learning and related disabilities. Thus, a response-to-intervention identification model may well fail to unearth many cases of such disabilities. Given the technologically-based nature of modern employment, these issues are important not only for educators concerned with preventing math disabilities, but for legislators concerned with enhancing jobs for today's graduates.

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Alice Welt, Cunningham.
Alice Welt Cunningham, Ph.D., J.D. Graduated from Yale College and Harvard Law; received masters and doctoral degrees in Mathematics Education from Columbia University. Teaching experience includes tax law; junior high, high school, and college mathematics. Assistant Professor of Mathematics at Hostos Community College, City University of New York.

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