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Journal of Learning Disabilities, Vol. 37, No. 1,
4-15 (2004)
DOI: 10.1177/00222194040370010201
Mathematics and Learning Disabilities
David C. Geary
Department of Psychological Sciences, 210 McAlester Hall, University of MissouriColumbia, Columbia, MO 65211-2500, GearyD{at}Missouri.edu
Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential neural correlates. The deficits are discussed in terms of three subtypes of mathematics learning disability and in terms of a more general framework for linking research in mathematical cognition to research in learning disabilities.

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