The Educational Therapist and Mathematics

  • Dianne Matthaei


How indeed? This quotation, from a tenth grader named Ryan, asks the questions many students with NVLD ask: “Why is mathematics so hard? How am I going to pass my math classes?” Students with NVLD often find, as Ryan did, that mathematics is a very difficult subject for them.


Executive Functioning Procedural Skill Spatial Skill Major Concept Core Deficit 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Berch, D. (2011). Working memory limitation in mathematics learning: Their development, assessment, and remediation. Perspectives, 37(2), 21–26.Google Scholar
  2. Berch, D., & Mazzocco, M. (Eds.). (2007). Why is math so hard for some children?: The nature and origins of mathematical learning difficulties and disabilities. Baltimore, MD: Paul H. Brooks Publishing Co.Google Scholar
  3. Booth, J. L. (2011). Why can’t students get the concept of math? Perspectives, 37(2), 31–34.Google Scholar
  4. Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: The Belknap Press of Harvard University Press.Google Scholar
  5. Cornoldi, C., Rigoni, F., Tressoli, P., & Vio, C. (1999). Imagery deficits in nonverbal learning ­disabilities. Journal of Learning Disabilities, 3(1), 48–57.CrossRefGoogle Scholar
  6. Davis, J., & Broitman, J. (2011). Nonverbal learning disabilities in children: Bridging the gap between science and practice. New York: Springer Science+Business Media, LLC.CrossRefGoogle Scholar
  7. Forrest, B. (2004). The utility of math difficulties, internalized psychopathology, and visual-spatial deficits to identify children with the nonverbal learning disability syndrome: Evidence for a visual-spatial disability. Child Neuropsychology, 10(2), 129–146.PubMedCrossRefGoogle Scholar
  8. Foss, J. (2006). Students with nonverbal learning disabilities. Nonverbal learning disabilities online. (Online).
  9. Geary, D. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4–15.PubMedCrossRefGoogle Scholar
  10. Kozevnikov, M., Motes, M., & Hegarty, M. (2006). Spatial visualization in physics problem ­solving. Cognitive Science, 31, 549–559.CrossRefGoogle Scholar
  11. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
  12. Matthaei, D. (2008). Strategies for success in geometry for students with a visual-spatial disorder: I got a D- in algebranow what? UMI Dissertation Services, UMI Number 145916. Proquest LLC.Google Scholar
  13. Mazzocco, M. (2011). Theme editor’s summary: Mathematical difficulties in school age children. Perspectives, 37(2), 7–8.Google Scholar
  14. Miller, K. (2005). The principles of effective numeracy development: What the research reveals. The Educational Therapist, 26(1), 8–11.Google Scholar
  15. Neff, B., Neff-Lippman, J., & Stockdale, C. (2002). The source for visual-spatial disorders. East Moline, IL: LinguiSystems.Google Scholar
  16. Steeves, K. J., & Tomey, H. A. (1998). Mathematics and dyslexia. Perspectives, Fall, 14–15.Google Scholar
  17. Stein, J. A., & Krishnan, K. (2007). Nonverbal learning disabilities and executive function: The challenge of effective assessment and teaching. In L. Melzer (Ed.), Executive function in ­education (pp. 106–132). New York, NY: Guilford Press.Google Scholar
  18. Sullivan, M. (2005). Teaching mathematics to college students with mathematics-related learning disabilities: Report from the classroom. Learning Disability Quarterly, 28(3), 205–220.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Annie Wright SchoolsTacomaUSA

Personalised recommendations