Comprises a comprehensive and multidisciplinary treatment of research on mathematical learning disabilities. This book discusses empirical, theoretical, methodological, and pedagogical perspectives on this area, drawing on a range of fields including cognitive and developmental psychology, educational psychology, neuropsychology, and others.

Characterizing Learning Disabilities in Mathematics; Historical Overview of the Field; Classification and Definitional Issues; Prevalence of Developmental Discalculia; Cognitive and Information Processing Features; Fundemental Information-Processing Deficits; Strategy Use, Long-Term Memory, and Working Memory Capacity; Do Words Count? Connections between Mathematics and Reading Difficulties; Fraction Skills and Proportional Reasoning; Neuropsychological Factors; Specific Language Impairment and Mathematical Disabilities; Neurodevelopmental Disorders (Turner, Fragile X, Williams); Mathematical Disabilities in Congenital and Acquired Neurodevelopmental Disorders; Neuropsychological Case Studies on Arithmetic Processing; Neurobiological and Genetic Substrates; Neuroanatomical Features of Mathematical Processing; Quantitative Genetics and Mathematical Abilities/Disabilities; Additional Influences on Math Disability; Is Math Anxiety a Mathematics Learning Disability?; Influences of Gender, Ethnicity, and Motivation on Mathematics Performance; Instructional Interventions; Early Intervention for Children at Risk of Developing Math Disabilities; Mathematical Problem Solving: Instructional Intervention; Quantitative Literacy and Developmental Dyscalculia.