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Abstract
People differ dramatically in their ability to perform different kinds of math operations. It is estimated that approximately 5% of children have a diagnosable math weakness, another 4-7% have a math weakness relative to their general intellectual ability, and over 50% of students with individualized education programs require specific mathematic goals. Based on learning theories and research showing that depth of information processing is important for effective learning, math learning is best if it is made meaningful. Real life examples and hands-on approaches may be beneficial for most people learning math. These practices also will likely change the evolving pattern of people feeling math is a nonessential subject. Mathematics is often thought of as a subject that a person is either innately proficient at or not, with little room for fluctuation in-between. When in reality, the development and performance mathematics incorporates an extensive array of cognitive skills and abilities. Because different types of math necessitate different cognitive skills, a person may be very good at some types of math and far less proficient at other types of math. At least conceptually, if the effective development of math skills are contingent on certain foundational cognitive skills, such as visuospatial skills, working memory, or other skills, it may be important that students receive appropriate exercises and remediation in those cognitive domains as well as typical mathematic skill exercises. All of this needs to be built on a strong number sense and basic math skills foundation. Some researchers have gone so far as to try and find variables predictive of future math performance. Research has found that an identified mathematics learning disability in the third grade can be accurately predicted from difficulty on several mathematics tasks at kindergarten, such as reading numerals, applying counting principles, number line concepts, and mental addition. Aiding in the investigation of math development are the studies focusing on children who are exceptionally talented in math, thus examining and correlating math strengths and the cognitive processes facilitating this aptitude. This chapter will review math development throughout the educational process and discuss why certain individual differ in their math skills and other relevant factors at each stage of learning math, will be discussed.
Keywords: math, development, executive functions, cognition
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