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International Handbook of Mathematical Learning Difficulties

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Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 Neurocognitive Perspective on Numerical Development
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    Chapter 3 Everyday Context and Mathematical Learning: On the Role of Spontaneous Mathematical Focusing Tendencies in the Development of Numeracy
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    Chapter 4 Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences
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    Chapter 5 Mathematical Performance among the Poor: Comparative Performance across Developing Countries
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    Chapter 6 Didactics as a Source and Remedy of Mathematical Learning Difficulties
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    Chapter 7 Development of Number Understanding: Different Theoretical Perspectives
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    Chapter 8 Mathematical Learning and Its Difficulties: The Case of Nordic Countries
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    Chapter 9 Mathematical Learning and Its Difficulties in the Middle European Countries
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    Chapter 10 Mathematical Learning and Its Difficulties in Eastern European Countries
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    Chapter 11 Mathematical Learning and Its Difficulties in Southern European Countries
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    Chapter 12 Mathematical Learning and Its Difficulties in the United States: Current Issues in Screening and Intervention
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    Chapter 13 Mathematical Learning and Its Difficulties in Latin-American Countries
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    Chapter 14 Mathematics Learning and Its Difficulties: The Cases of Chile and Uruguay
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    Chapter 15 Mathematical Learning and Its Difficulties in Southern Africa
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    Chapter 16 Mathematical Learning and Its Difficulties in Australia
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    Chapter 17 Mathematical Learning and Its Difficulties in Taiwan: Insights from Educational Practice
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    Chapter 18 Mathematical Learning and Its Difficulties in Israel
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    Chapter 19 Learning Difficulties and Disabilities in Mathematics: Indian Scenario
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    Chapter 20 Adding all up: Mathematical Learning Difficulties Around the World
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    Chapter 21 Genetics of Dyscalculia 1: In Search of Genes
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    Chapter 22 Genetics of Dyscalculia 2: In Search of Endophenotypes
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    Chapter 23 Neurobiological Origins of Mathematical Learning Disabilities or Dyscalculia: A Review of Brain Imaging Data
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    Chapter 24 Comorbidity and Differential Diagnosis of Dyscalculia and ADHD
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    Chapter 25 Working Memory and Mathematical Learning
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    Chapter 26 The Relation Between Spatial Reasoning and Mathematical Achievement in Children with Mathematical Learning Difficulties
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    Chapter 27 The Language Dimension of Mathematical Difficulties
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    Chapter 28 Motivational and Math Anxiety Perspective for Mathematical Learning and Learning Difficulties
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    Chapter 29 Mathematics and Emotions: The Case of Math Anxiety
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    Chapter 30 Cognitive and Motivational Underpinnings of Mathematical Learning Difficulties: A Discussion
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    Chapter 31 Counting and Basic Numerical Skills
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    Chapter 32 Multi-digit Addition, Subtraction, Multiplication, and Division Strategies
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    Chapter 33 Development of a Sustainable Place Value Understanding
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    Chapter 34 Understanding Rational Numbers – Obstacles for Learners With and Without Mathematical Learning Difficulties
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    Chapter 35 Using Schema-Based Instruction to Improve Students’ Mathematical Word Problem Solving Performance
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    Chapter 36 Geometrical Conceptualization
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    Chapter 37 Assessing Mathematical Competence and Performance: Quality Characteristics, Approaches, and Research Trends
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    Chapter 38 Diagnostics of Dyscalculia
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    Chapter 39 Three Frameworks for Assessing Responsiveness to Instruction as a Means of Identifying Mathematical Learning Disabilities
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    Chapter 40 Technology-Based Diagnostic Assessments for Identifying Early Mathematical Learning Difficulties
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    Chapter 41 Small Group Interventions for Children Aged 5–9 Years Old with Mathematical Learning Difficulties
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    Chapter 42 Perspectives to Technology-Enhanced Learning and Teaching in Mathematical Learning Difficulties
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    Chapter 43 Executive Function and Early Mathematical Learning Difficulties
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    Chapter 44 Children’s Mathematical Learning Difficulties: Some Contributory Factors and Interventions
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    Chapter 45 Beyond the “Third Method” for the Assessment of Developmental Dyscalculia: Implications for Research and Practice
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    Chapter 46 Challenges and Future Perspectives
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Title
International Handbook of Mathematical Learning Difficulties
Published by
Springer International Publishing, October 2018
DOI 10.1007/978-3-319-97148-3
ISBNs
978-3-31-997147-6, 978-3-31-997148-3
Editors

Fritz, Annemarie, Haase, Vitor Geraldi, Räsänen, Pekka

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X Demographics

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 179 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 179 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 26 15%
Student > Master 22 12%
Student > Ph. D. Student 17 9%
Student > Doctoral Student 16 9%
Student > Bachelor 11 6%
Other 19 11%
Unknown 68 38%
Readers by discipline Count As %
Psychology 25 14%
Mathematics 24 13%
Social Sciences 19 11%
Arts and Humanities 8 4%
Computer Science 6 3%
Other 27 15%
Unknown 70 39%