Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities
Authors:
Geary, DC
Source:
*CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE*, 22 (1):23-27; FEB 2013
Abstract:
Children's quantitative competencies upon entry into school can have
lifelong consequences. Children who start behind generally stay behind,
and mathematical skills at school completion influence employment
prospects and wages in adulthood. I review the current debate over
whether early quantitative learning is supported by (a) an inherent
system for representing approximate magnitudes, (b) an
attentional-control system that enables explicit processing of
quantitative symbols, such as Arabic numerals, or (c) the logical
problem-solving abilities that facilitate learning of the relations
among numerals. Studies of children with mathematical learning
disabilities and difficulties have suggested that each of these
competencies may be involved, but to different degrees and at different
points in the learning process. Clarifying how and when these
competencies facilitate early quantitative learning and developing
interventions to address their impact on children have the potential to
yield substantial benefits for individuals and for society.
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