Treating NVLD in Children pp 173-184 | Cite as

# The Educational Therapist and Mathematics

Chapter

First Online:

## Abstract

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.

### Keywords

Stein Rote### References

- Berch, D. (2011). Working memory limitation in mathematics learning: Their development, assessment, and remediation.
*Perspectives, 37*(2), 21–26.Google Scholar - 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 - Booth, J. L. (2011). Why can’t students get the concept of math?
*Perspectives, 37*(2), 31–34.Google Scholar - Bruner, J. S. (1966).
*Toward a theory of instruction*. Cambridge, MA: The Belknap Press of Harvard University Press.Google Scholar - 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 - 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 - 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 - Foss, J. (2006).
*Students with nonverbal learning disabilities*. Nonverbal learning disabilities online. (Online). http://www.nldline.com/jean_fos.htm - Geary, D. (2004). Mathematics and learning disabilities.
*Journal of Learning Disabilities, 37*(1), 4–15.PubMedCrossRefGoogle Scholar - Kozevnikov, M., Motes, M., & Hegarty, M. (2006). Spatial visualization in physics problem solving.
*Cognitive Science, 31*, 549–559.CrossRefGoogle Scholar - Marzano, R. (2003).
*What works in schools: Translating research into action*. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar - Matthaei, D. (2008).
*Strategies for success in geometry for students with a visual*-*spatial disorder*:*I got a D*-*in algebra*—*now what*? UMI Dissertation Services, UMI Number 145916. Proquest LLC.Google Scholar - Mazzocco, M. (2011). Theme editor’s summary: Mathematical difficulties in school age children.
*Perspectives, 37*(2), 7–8.Google Scholar - Miller, K. (2005). The principles of effective numeracy development: What the research reveals.
*The Educational Therapist, 26*(1), 8–11.Google Scholar - Neff, B., Neff-Lippman, J., & Stockdale, C. (2002).
*The source for visual-spatial disorders*. East Moline, IL: LinguiSystems.Google Scholar - Steeves, K. J., & Tomey, H. A. (1998). Mathematics and dyslexia.
*Perspectives, Fall*, 14–15.Google Scholar - 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 - 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