Math Failure and Learning Disabilities in the Postsecondary Student Population

Strawser, Sherri; Miller, Susan

doi:10.1097/00011363-200102000-00008

Cited by 10 publications

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“…However, unlike Comprehension-Knowledge, no group differences were found for this cluster. A strong link between math reasoning and VisualSpatial Thinking has not been found in previous CHC research, although it has been indicated elsewhere (e.g., Geary, 1994;Padget, 1998;Rourke, 1993;Shafir & Siegel, 1994;Strawser & Miller, 2001). In his meta-analysis of studies investigating the correlation between spatial skills and math skills, Friedman (1995) concluded that there is no convincing evidence that spatial skills are strongly related to math ability.…”

Section: Math Reasoning Profilesmentioning

confidence: 87%

“…However, in reality, many students with math difficulty, or even math learning disabilities, also exhibit difficulties in reading and other academic areas. Investigators frequently describe two types of math underachievement associated with learning disabilities (Fleischner & Manheimer, 1997;Silver, Pennett, Black, Fair, & Balise, 1999;Strawser & Miller, 2001). The first dysfunction is a primary math disability, also called nonverbal learning disability, right-hemisphere disability, or dyscalculia.…”

Section: Math Calculation Skills Profilesmentioning

confidence: 99%

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Cattell-Horn-Carroll broad cognitive ability profiles of low math achievers

2004

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This study extends previous research examining the relations between Cattell-Horn-Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average-achieving peers. The cognitive profile of the low Math Calculation Skills group (n ϭ 68) was similar to that of their average-achieving peers. The low Math Reasoning group (n ϭ 52) scored lower than their average-achieving peers on the cognitive abilities as a set and on Fluid Reasoning and Comprehension-Knowledge. When individual profiles were considered, approximately half of the children with normative math weaknesses demonstrated commensurate weaknesses in one or more cognitive abilities, which may inform diagnostic models of learning disabilities. © 2005 Wiley Periodicals, Inc.Current estimates indicate that approximately 5 to 7% of the school-age population has remarkable difficulty in math achievement, a statistic that presents a challenge for a society that demands at least minimal math competency for success in formal schooling, daily living, and employment (Geary & Hoard, 2001;Light & DeFries, 1995). However, the complex array of mathematical domains obfuscates understanding of the general population of poor math learners (Geary, Hoard, & Hamson, 1999). A useful schema for thinking parsimoniously about the array of math domains is to group them into two factors: math calculation skills and math reasoning (Flanagan, Ortiz, Alfonso, & Mascolo, 2002; Individuals with Disabilities Education Act, 1997). Math Calculation Skills refers to the application of mathematical operations (e.g., addition, subtraction) and basic axioms (e.g., commutative property, inverse operations) to solve mathematical problems. Math Reasoning, in contrast, refers to the ability to problem solve using knowledge about math operations and axioms, numerical relationships, and quantitative concepts.The origins of proficiency in these two math factors are complex. They include ecological variables such as home environment (Mullis, Dossey, Owen, & Phillips, 1991;Walberg, 1984) and math instruction, including quality of textbooks (Carnine, 1991;Mullis et al., 1991;Russell & Ginsburg, 1984). Far less is known about the underlying cognitive abilities that contribute to math calculation skills and math reasoning (Geary, 1994;Rourke & Conway, 1997). The cognitive abilities that have been the focus of most investigations of math skills are information retrieval (Geary, 1990(Geary, , 1994Geary, Brown, & Samaranayake, 1991), working memory (Geary, 1994Hitch & McAuley, 1991;Shafir & Siegel, 1994;Swanson, 1994), and speed of processing (Bull & Johnston, 1997;Geary, 1994).Assimilating research on the cognitive abilities underlying math performance has been difficult, primarily because researchers have used varying models of cognitive abilities to guide their studies. That is, one researcher may explore the relationship between math and visual-auditory processing whereas anothe...

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Section: Math Reasoning Profilesmentioning

confidence: 87%

Section: Math Calculation Skills Profilesmentioning

confidence: 99%

Cattell-Horn-Carroll broad cognitive ability profiles of low math achievers

2004

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“…Underprepared students bring with them years of failure, especially in mathematics (Jones, Wilson, & Bhojwani, 1997;Paravate, Anjaneyulu, & Rajan, 1998;Strawser & Miller, 2001). The students are afraid of mathematics and are convinced that success in a mathematics class is unattainable because of past failures.…”

Section: Research Questionsmentioning

confidence: 99%

“…Students believe that they are not capable of learning mathematics and they are destined for failure. They tend to give up quickly when confronted with difficult mathematics tasks (Jones et al, 1997;Paravate et al, 1998;Strawser & Miller, 2001). Underprepared students will enter college knowing their deficiencies but with a desire to work toward and achieve a college education (Jones et al, 1997).…”

Section: Research Questionsmentioning

confidence: 99%

“…Research has shown that underprepared students need a variety of teaching methods Strawser & Miller, 2001). Some of the innovative approaches are freshman seminar/orientation courses, Supplemental Instruction, paired or adjunct courses, collaborative learning communities, and critical thinking courses and programs (Benander, Cavanaugh, & Rubenzahl, 1990;Boylan, 1999b).…”

Section: Effective Instructional Strategiesmentioning

confidence: 99%

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The Effects of a Computerized-Algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course

Capraro

Taylor

2008

Journal of College Reading and Learning

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The Effects of a Computerized-Algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course. (December 2006) Judy M. Taylor, B.S., East Texas Baptist University; M.Ed., Texas A&M Texarkana Chair of Advisory Committee: Dr. Robert M. CapraroWe face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever-increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. This problem can be seen in the number of students needing Intermediate Algebra. Students who complete remedial courses with a grade of C or better are more likely to pass their first college-level mathematics course and continue their education until they have completed all coursework needed for a degree.Students entering colleges and universities underprepared for collegiate mathematics, reading, and writing have reached epidemic proportions, with 30% of the students needing remediation in one of these areas. A portion of this problem has been identified as mathematics anxiety. Because students have habituated mathematics failure, they are aware of their deficiencies, but still desire a college education. They iv bring with them years of negative emotions from repeated mathematics failures. These years of negative feelings about mathematics precipitated by repeated failures are often manifested as mathematics anxiety that must be addressed in order to improve students' content knowledge.The purpose of this study is to investigate the effects of a web-based technology centric course, Assessment and Learning in Knowledge Spaces (ALEKS), on the remediation of college freshmen enrolled in an Intermediate Algebra class as compared to college freshmen enrolled in an Intermediate Algebra class taught using a traditional lecture method. Mathematics anxiety and attitude toward mathematics will also be investigated to determine if ALEKS can lower the anxiety associated with mathematics, as well as improve attitudes. An algebra test, mathematics anxiety rating scale, and mathematics attitude test was given to both groups of students at the beginning of the semester and at the end of the semester.

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2010

Neuropsychological Assessment and Intervention for Childhood and Adolescent Disorders

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Math Failure and Learning Disabilities in the Postsecondary Student Population

Cited by 10 publications

References 0 publications

Cattell-Horn-Carroll broad cognitive ability profiles of low math achievers

Cattell-Horn-Carroll broad cognitive ability profiles of low math achievers

The Effects of a Computerized-Algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course

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