Parts and 'holes': gaps in rational number sense among children with vs. without mathematical learning disabilities.

Many middle-school students struggle with decimals and fractions, even if they do not have a mathematical learning disability (MLD). In the present longitudinal study, we examined whether children with MLD have weaker rational number knowledge than children whose difficulty with rational numbers occurs in the absence of MLD. We found that children with MLD failed to accurately name decimals, to correctly rank order decimals and/or fractions, and to identify equivalent ratios (e.

Is it a fact? Timed arithmetic performance of children with mathematical learning disabilities (MLD) varies as a function of how MLD is defined.

Poor fact retrieval is a frequently reported characteristic of children with mathematical learning disability (MLD). To better understand the nature and specificity of poor fact retrieval in MLD, in the present study, we examined eighth graders' accuracy on timed addition and multiplication problems of varying levels of difficulty. We compared the performance of 16 children with deficient math achievement (MLD), 19 children with below average (but not deficient) math achievement (LA), and 100 typically achieving (TA) children.