Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving

2017 ◽  
Vol 61 ◽  
pp. 44-54 ◽  
Author(s):  
Valentín Iglesias-Sarmiento ◽  
Manuel Deaño ◽  
Sonia Alfonso ◽  
Ángeles Conde
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Cognitive Processes ◽  
Attention Deficit ◽  
Arithmetic Problem ◽  
Mathematical Learning ◽  
Hyperactivity Disorder ◽  
Mathematical Learning Disabilities

scholarly journals A Neurological View for Mathematical Learning Disabilities

2020 ◽  
pp. 1-4
Author(s):  
Galitskaya Viktoriya ◽  
Drigas Athanasios ◽  
Galitskaya Viktoriya
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Literature Review ◽  
Present Article ◽  
Brain Structure ◽  
Arithmetic Problem ◽  
Mathematical Learning ◽  
Mathematical Learning Disabilities ◽  
The Brain

The present article is a literature review of recent researches that have to do with children with mathematical learning disabilities especially dyscalculia and ageometria. Our focus is on researches regarding neurosciences, mainly on the brain structure and the areas where various mathematical processes are performed. In addition, we present researches that show the role of hippocampus during arithmetic problem solving.

scholarly journals (Dis)ability-informed mentors support occupational performance for college students with learning disabilities and attention-deficit/hyperactivity disorders through problem-solving and a focus on strengths

2020 ◽  
pp. 030802262093763
Author(s):  
Consuelo M Kreider ◽  
Sharon Medina ◽  
Hannah M. Koedam
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Attention Deficit ◽  
Adult Life ◽  
Occupational Performance ◽  
Students With Learning Disabilities ◽  
Hyperactivity Disorder ◽  
Life Challenges ◽  
Attention Deficit Hyperactivity Disorders

Introduction Students with learning disabilities and attention-deficit/hyperactivity disorder are well represented on college campuses. However, they experience challenges to meeting occupational and role expectations associated with being in college. Mentors serve as natural supports for young people within college environments. This study investigates the ways in which graduate-student mentors, who were supported in understanding learning disabilities and attention-deficit/hyperactivity disorder and their mentee’s strengths and challenges through an occupational lens, provided problem-solving supports for undergraduate mentees with learning disabilities and attention-deficit/hyperactivity disorder. Methods Thematic qualitative analysis was used to investigate problem-solving supports provided by mentors ( n = 57) of undergraduate mentees ( n = 52) with learning disabilities and attention-deficit/hyperactivity disorder. Results Three themes, executive functioning, adult life skills, and academics, represent areas in which mentors worked with mentees in guiding and co-creating strategies to address academic, social, and daily life challenges. Mentors’ understanding of their mentees’ disability-related challenges and strengths within everyday life situations was important for fostering the occupational performance of mentees. Conclusion The inclusion of biopsychosocial approaches is needed in the development of disability-related mentorship interventions where occupational therapists can leverage disciplinary understanding of disabilities and the fostering of occupational performance to support social functioning and participation in college.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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