Taking Stock of 40 Years of Research on Mathematical Learning Disability: Methodological Issues and Future Directions
Although approximately 5–8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move the field toward a more precise and shared definition of MLD, the authors argue for standards for methodology and reporting, and they identify a need for research addressing more complex mathematics.
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