International Handbook of Mathematical Learning Difficulties, 1st ed. 2019
From the Laboratory to the Classroom

This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics.

The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there?s still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it?s time to bring the results from the laboratory to the classroom. 

Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. 

All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.

Section 1: Development of number understanding: different theoretical perspectives 

Chapter 1: Neurocognitive perspective on numerical development

Chapter 2: Everyday context and mathematics learning: on the role on spontaneous mathematical focusing tendencies in the development of numeracy

Chapter 3: Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences

Chapter 5: Didactics as source and remedy of mathematics learning difficulties

Chapter 6: Section 1 Discussion - Development of number understanding: different theoretical perspectives 

Section 2: Mathematics learning and its difficulties around the world 

Chapter 7: Special needs education in mathematics: The case of Nordic countries

Chapter 8: Math learning and its difficulties in the Middle European countries

Chapter 10: Maths Learning and its Difficulties in Southern European Countries

Chapter 11: Mathematics Learning Difficulties in the United States: Current Issues in Screening and Intervention

Chapter 12: Latin-American Countries

Chapter 13: Mathematics Learning and its difficulties: the cases of Chile and Uruguay

Chapter 14: Mathematical inclusion in Southern Africa

Chapter 15: Math Learning Difficulties in Australia

Chapter 16: Mathematical learning and the difficulties in Taiwan: insights from educational practice

Chapter 17: Maths Learning and its Difficulties in Israel

Chapter 19: Discussion of Section 2: Math learning difficulties around the world

Section 3: Mathematical learning difficulties and its cognitive, motivational and emotional underpinnings

Chapter 20: Neurobiological origins of mathematical learning disabilities or dyscalculia: A review of brain imaging data

Chapter 21: Genetics of Dyscalculia 1: In search of genes

Chapter 22: Genetics of dyscalculia 2: In search of endophenotypes

Chapter 23: Comorbidity and differential diagnosis of dyscalculia and ADHD

Chapter 24: Working memory and mathematical learning

Chapter 25: The relation between spatial reasoning and mathematics achievement in children with mathematics learning difficulties

Chapter 26: The language dimension of mathematical difficulties

Chapter 27: Motivational and math anxiety perspective for mathematical learning and learning difficulties.

Chapter 28: MATH & EMOTIONS: THE CASE OF MATH ANXIETY

Section 4: Understanding the basics: building conceptual knowledge and characterizing obstacles to the development of arithmetic skills

Chapter 30: Counting and Basic Numerical Skills

Chapter 31: Multi-digit Addition, Subtraction, Multiplication, and Division Strategies

Chapter 32: Development of a sustainable place value understanding

Chapter 34: Geometry

Chapter 35: Understanding Rational Numbers – Obstacles for Learners With and Without Mathematical Learning Difficulties

Section 5: Mathematical learning difficulties: Approaches to recognition and intervention

Chapter 36: Assessing mathematical competence and performance: Quality characteristics, approaches, and research trends

Chapter 37: Diagnostics of dyscalculia

Chapter 39: Technology-based diagnostic assessments for identifying early learning difficulties in mathematics

Chapter 40: Small group interventions for children aged 5-9 years old with learning difficulties in mathematics

Chapter 41: Perspectives to technology-enhanced-learning and teaching in mathematical learning difficulties

Chapter 42: Executive Function and Early Math Learning Difficulties

Chapter 43: Children’s mathematical difficulties: some contributory factors and interventions

Chapter 45: Challenges and future perspectives

Annemarie Fritz-Stratmann is full professor of Psychology at the University of Duisburg-Essen, Germany, where she runs a research and counseling center for children with learning difficulties. She received a PhD in Psychology from the University of Cologne and has habilitation in psychology of special education and rehabilitation from the University of Dortmund. Since 2015 she is Distinguished Visiting professor at the University of Johannesburg. In the past 25 years her research turned to children with mathematical learning difficulties. Here, the focus of her scientific work was the empirical validation of a development model of key numerical concepts and arithmetic skills from age 4 to 8. Based on this model some diagnostic assessments (MARKO-Series) and training programs for pre-school and elementary school-children were developed. Recently her Dr. Fritz  extended her interests to mathematical problems in secondary education and on math anxiety. She acts as a consultant to several scientific journals. 

Vitor Geraldi Haase is full professor of Psychology at the Federal University of Minas Gerais (UFMG), Brazil. He graduated in medicine, did his medical residency in pediatric neurology, has an M.A. in applied linguistics and a Ph.D. in medical psychology (Ludwig-Maximilians-Universität zu München). Working at UFMG since 1995, he heads the Laboratory for Developmental Neuropsychology and Número, a clinic for math learning difficuties. He has been doing clinical work and research on numerical cognition applied to math learning difficulties for the last 10 years. The main focus of this research is the characterization of the molecular-genetic variability underlying the cognitive mechanisms associated with math learning difficulties and math anxiety. Dr. Haase is the author of more than 85 scientific articles and 42 book chapters; editor of three multi-authored books and consultant

Brings cutting edge knowledge developed by cognitive sciences in the last decades to actual educational settings

Provides education professionals with a wide range of instruments for early detection of mathematical disabilities and strategies to develop effective interventions

Integrates cognitive, developmental and socioeconomic approaches in a cross cultural perspective, presenting an overview of issues raised in classrooms around the world