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9429 113-126
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NSC-89-2614-S-194-001 90-2614-S-194-001
114
8693
35624
counting
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Kosc 1974
developmental dyscalculia
postlesional dyscalculia
Kosc
Czechoslovakia
mathematical disabilities
1.
arithmetic skills
2.
3.
1. verbal dyscalculia
2.practognostic dyscalculia
3. lexical dyscalculia
4. graphical dyscalculia
5. ideognostical dyscalculia
6. operational dyscalculia
Kosc 375 24
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115
1974
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mathematics
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Ginsburg, 1984
2000 p.184
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McCloskey, Caramazza,
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363-383.
Geary, D. (1993). Mathematical disabilities, cognitive,
neuropsychological and genetic components,
Psychological Bulletin, 114(2), 345-362.
Geary, D., Hamson, C., & Hoard, M. (2000).
89
89
83
87
90
77, 236-263.
Ginsburg, H. (1997) Mathematics learning disabilities:
A review from developmental psychology,
Journal of Learning Disabilities, 30(1):
20-33.
Jordan, N. & Montani, T.O. (1997). Cognitive
124
59, 833-851.
Education, 13:183-201.
125
Bulletin of Special Education, 2005, 29, 113-126
National Taiwan Normal University, Taiwan, R.O.C.
Hwawei Ko
National Central University
ABSTRACT
This study is to examine the nature of arithmetic disabilities. The researcher
identified school children from 2nd grade to 6 th grade who have average IQ scores and
average reading levels and yet have difficulty performing basic arithmetic skills such as
single or double digits addition and subtraction. With further intensive training, these
students rate of correctness might improve but the speed of arithmetic calculation was
still lag behind their counterparts. Also they cannot avoid adopting overt behavior to help
counting such as using fingers.