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Article de revue:
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Clé de citation BibTeX: Geary2005
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Geary, D. C. (2005). Role of cognitive theory in the study of learning disability in mathematics. Journal of learning disabilities, 38(4), pp. 305–307.
Ajoutée par: Sterenn Audo 2008-02-04 12:50:06
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Résumé
Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities
(MD) in young children and the application of this research for the early identification and remediation of these forms of learning
disability. As they acknowledge, the field of MD is in the early stages of development, and thus recommendations regarding identification
measures and remedial techniques must be considered preliminary. I discuss the importance of maintaining a tight link between
theoretical and empirical research on children’s developing numerical, arithmetical, and mathematical competencies and future research
on learning disabilities in mathematics. This link will provide the foundation for transforming experimental procedures into assessment
measures, understanding the cognitive strengths and weaknesses of children with these forms of learning disability, and developing remedial
approaches based on the pattern of cognitive strengths and weaknesses for individual children.
Ajoutée par: Sterenn Audo
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Idées
pdf dispo
Ajoutée par: Sterenn Audo
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