Differentiating Students with Mathematics Difficulty in College: Mathematics Disabilities vs. No Diagnosis

Autor/inn/en	McGlaughlin, Sean M.; Knoop, Andrew J.; Holliday, Gregory A.
Titel	Differentiating Students with Mathematics Difficulty in College: Mathematics Disabilities vs. No Diagnosis
Quelle	In: Learning Disability Quarterly, 28 (2005) 3, S.223 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	College Students; Algebra; Learning Disabilities; College Mathematics; Mathematics Skills; Memory; Reading Comprehension; Attention Deficit Disorders + Suchen Sie Ihr Suchwort? Collegestudent; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Gedächtnis; Leseverstehen; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	Difficulties with college algebra can be the gatekeeper for earning a degree. Students struggle with algebra for many reasons. The focus of study was to examine students struggling with entry-level algebra courses and differentiate between those who were identified as having a mathematics disability and those who were not. Variables related to working memory, math fluency, nonverbal/visual reasoning, attention, and reading were analyzed using a MANOVA and separate ANOVAs. Significant differences were found on all but attention, supporting the findings of research on students in elementary and secondary education. Implications include a focus on techniques that help to remediate these specific deficits. (Author).
Anmerkungen	The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10