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Early Predictors of Mathematical Learning Difficulties: Variations in Children’s Difficulties with Math

by Michèle M. M. Mazzocco
March/April 2007
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Article Link: http://www.exchangepress.com/article/early-pred/5017440/

Recently, I asked a five-year-old neighbor of mine what she thought math was. She responded, “I don’t know. I don’t use math very often.” Her mother, looking appropriately surprised, countered with numerous examples of the mathematical thinking used throughout their daily activities. Some of these examples have been discussed elsewhere in the Beginnings Workshop (e.g., Haugen & Haugen, 2003), and are not elaborated here. From this rich variety of everyday activities, adults interacting with children have many opportunities to observe children’s mathematically related behaviors and to either formally or informally assess evidence of weak mathematics ability. The primary objectives of these observations and assessments are to enrich all children’s mathematical thinking, and to identify children who are at risk for poor mathematics achievement.

Why is early prediction of math difficulties important?

In view of the fact that mathematical thinking permeates the daily activities of a young child, it is not surprising that mathematics also plays a role in many facets of adult life. In addition to the obvious uses in monetary transactions and many occupations (for a review see McCloskey, 2007), math influences our participation in leisure activities such as artwork, knitting, cooking, playing card games, and playing or following sports ...

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