The Heterogeneity of Mathematical Learning Disabilities: Consequences for Research and Practice

Evelyn H. Kroesbergen; Marije D. E.  Huijsmans; Tijs Kleemans

Vol. 14 No. 3 (2022) Special Issue: Typical and Atypical Mathematics Learning: What do We Learn from Recent Studies?

The Heterogeneity of Mathematical Learning Disabilities: Consequences for Research and Practice

Evelyn H. Kroesbergen
Marije D. E. Huijsmans
Tijs Kleemans

Published March 16, 2022 | Pages: 227-241 | Views: 742

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Abstract

This paper argues why children with Mathematical Learning Disabilities (MLD) do not form a unitary group. Instead, they should be regarded as individuals with unique profiles of strengths and weaknesses that explain their mathematical difficulties. To build this argument, we shortly recapitulate the research on MLD, which has mainly been focused on characterizing the group of children with MLD–as compared to control groups. However, these general characteristics are not applicable to all children with MLD. Furthermore, attempts to define separate, relevant subgroups merely failed. Based on some recent studies, we show how individual profiles of strengths and weaknesses might help in understanding the specific mathematical difficulties of a child. We propose a new multidimensional framework of MLD, in which both strengths and weaknesses are recognized. We argue that both research and practice are in need of further research that takes individual differences into account.

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Keywords

Mathematical Learning Disabilities, Dyscalculia, Strengths-and-weaknesses, Multidimensional approach

Affiliations

Evelyn H. Kroesbergen

Radboud University, BSI

Marije D. E. Huijsmans

Behavioural Science Institute, Radboud University; Expertis Onderwijsadviseurs [Educational Consultancy]

Tijs Kleemans

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How to Cite

Kroesbergen, E. H., Huijsmans, M. D. E. ., & Kleemans, T. (2022). The Heterogeneity of Mathematical Learning Disabilities: Consequences for Research and Practice. International Electronic Journal of Elementary Education, 14(3), 227–241. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1724

Author Biography

Evelyn H. Kroesbergen

Evelyn Kroesbergen is professor of learning disabilities at Radboud University, the Netherlands. She studies the educational needs of children with learning disabilities and gifted children. The focus of her research is on the normal and problematic development of early mathematics and its precursors.

Marije D. E. Huijsmans

Marije Huijsmans has obtained her doctorate on mathematical learning difficulties at the Behavioural Science Institute, Radboud University, the Netherlands. She also works as educational consultant to translate and implement insights from educational research in primary schools.

Tijs Kleemans

Tijs Kleemans is assistant professor of special learning needs at the Behavioural Science Institute, Radboud University, the Netherlands. On the intersection of research, education, and clinical practice, he studies the special learning needs of children in in primary education with a focus on variation in (early) mathematics development.