Dal 2008 monitoriamo sistematicamente la letteratura sulle MLD. In questa pagina pubblichiamo le referenze per anno di pubblicazione.

Gli articoli selezionati sono stati pubblicati in una delle riviste di categoria A*, A o B dell’European Mathematical Society (Toerner & Arzarello, 2012) :

  • Educational Studies in Mathematics (ESM)
  • Journal for Research in Mathematics Education (JRME)
  • For the Learning of Mathematics (FLM)
  • Journal of Mathematical Behavior (The) (JMB)
  • Journal of Mathematics Teacher Education (JMTE)
  • Mathematical Thinking and Learning (MTL)
  • The International Journal on Mathematics Education (ZDM)
  • International Journal of Mathematical Education in Science and Technology (IJMEST)
  • International Journal of Science and Mathematics Education (IJSME)
  • Mathematics Education Research Journal (MERJ)
  • Recherches en Didactique des Mathématiques (RDM)
  • Research in Mathematics Education (RME)

La descrizione dettagliata del metodo di selezione degli articoli di guardia è riportata in Deruaz et al. (2020).

Un’analisi dettagliata dei risultati per gli anni 2007-2016 è descritta in Deruaz et al. (2020).


Alghamdi, A., Jitendra, A.K. & Lein, A.E. (2020). Teaching students with mathematics disabilities to solve multiplication and division word problems: the role of schema-based instruction. ZDM Mathematics Education, 52, 125–137. https://doi.org/10.1007/s11858-019-01078-0

Deruaz, M., Dias, T., Gardes, M. L., Gregorio, F., Ouvrier-Buffet, C., Peteers, F., & Robotti, E. (2020). Exploring MLD in mathematics education: Ten years of research. The Journal of Mathematical Behavior, 60https://doi.org/10.1016/j.jmathb.2020.100807

Dibbs, R. A., Hott, B. L., Martin, A., Raymond, L., & Kline, T. (2020). Combining like terms: A qualitative meta-synthesis of Algebra I interventions in mathematics and special education. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(3), 219-232. https://doi.org/10.46328/ijemst.v8i3.862

Hughes, E. M., Riccomini, P. J., & Lee, J. Y. (2020). Investigating written expressions of mathematical reasoning for students with learning disabilities. The Journal of Mathematical Behavior, 58https://doi.org/10.1016/j.jmathb.2020.100775

Hunt, J., & Silva, J. (2020). Emma’s negotiation of number: Implicit intensive intervention. Journal for Research in Mathematics Education, 51(3), 334-360. https://doi.org/10.5951/jresemtheduc-2019-0067

Im, S. H., & Jitendra, A. K. (2020). Analysis of proportional reasoning and misconceptions among students with mathematical learning disabilities. The Journal of Mathematical Behavior, 57https://doi.org/10.1016/j.jmathb.2019.100753

Lambert, R., Tan, P. (2020). Does disability matter in mathematics educational research? A critical comparison of research on students with and without disabilities. Math Ed Res J, 32, 5–35. https://doi.org/10.1007/s13394-019-00299-6

Lewis, K. E., Sweeney, G., Thompson, G. M., & Adler, R. M. (2020). Integer number sense and notation: A case study of a student with a mathematics learning disability. The Journal of Mathematical Behavior, 59https://doi.org/10.1016/j.jmathb.2020.100797

Liu, H. (2020). Low-numerate adults, motivational factors in learning, and their employment, education and training status in Germany, the US, and South Korea. ZDM Mathematics Education, 52, 419–431. https://doi.org/10.1007/s11858-019-01108-x

Peteers, F. (2020). Apports croisés de la didactique et de la cognition numérique pour l’étude des troubles d’apprentissages en mathématiques. Recherches en Didactique des Mathematiques, 40(2). https://revue-rdm.com/2020/apports-croises-de-la-didactique-%E2%80%A8et-de-la-cognition-numerique-pour-letude-des-troubles-des-apprentissages-en-mathematiques/

Powell, S. R., Berry, K. A., & Benz, S. A. (2020). Analyzing the word-problem performance and strategies of students experiencing mathematics difficulty. The Journal of Mathematical Behavior, 58https://doi.org/10.1016/j.jmathb.2020.100759

Powell, S.R., Berry, K.A. & Barnes, M.A. (2020). The role of pre-algebraic reasoning within a word-problem intervention for third-grade students with mathematics difficulty. ZDM Mathematics Education, 52, 151–163. https://doi.org/10.1007/s11858-019-01093-1

Xin, Y. P., Park, J. Y., Tzur, R., & Si, L. (2020). The impact of a conceptual model-based mathematics computer tutor on multiplicative reasoning and problem-solving of students with learning disabilities. The Journal of Mathematical Behavior, 58https://doi.org/10.1016/j.jmathb.2020.100762

Yeh, C., Ellis, M., & Mahmood, D. (2020). From the margin to the center: A framework for rehumanizing mathematics education for students with dis/abilities. The Journal of Mathematical Behavior, 58https://doi.org/10.1016/j.jmathb.2020.100758


Baten, E., Desoete, A. (2019). Metacognition and motivation in school-aged children with and without mathematical learning disabilities in Flanders. ZDM Mathematics Education, 51, 679–689. https://doi.org/10.1007/s11858-018-01024-6

Hacker, D.J., Kiuhara, S.A. & Levin, J.R. (2019). A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics. ZDM Mathematics Education, 51, 601–612. https://doi.org/10.1007/s11858-019-01040-0

Lucangeli, D., Fastame, M.C., Pedron, M. et al. Metacognition and errors: the impact of self-regulatory trainings in children with specific learning disabilities. ZDM Mathematics Education 51, 577–585 (2019). https://doi.org/10.1007/s11858-019-01044-w

Xin, Y.P. The effect of a conceptual model-based approach on ‘additive’ word problem solving of elementary students struggling in mathematics. ZDM Mathematics Education, 51, 139–150. https://doi.org/10.1007/s11858-018-1002-9


Bunck, M.J.A., Terlien, E., van Groenestijn, M., Toll, S.W.M., & Van Luit, J.E.H. (2019). Observing and analyzing children’s mathematical development, based on action theory. Educ Stud Math, 96, 289–304 (2017). https://doi.org/10.1007/s10649-017-9763-6


Lewis, K. E., & Fisher, M. B. (2016). Taking stock of 40 years of research on mathematical learning disability: methodological issues and future direction. Journal for Research in Mathematics Education, 47(4), 338–371. https://doi.org/10.5951/jresematheduc.47.4.0338

Ginsburg, H. P., Lee, Y. S., & Pappas, S. (2016). Using the clinical interview and curriculum based measurement to examine risk levels. ZDM Mathematics Education, 48(7), 1031–1048. https://doi.org/10.1007/s11858-016-0802-z

Hord, C., Tzur, R., Xin, Y. P., Si, L., Kenney, R. H., & Woodward, J. (2016). Overcoming a 4th grader’s challenges with working-memory via constructivist-based pedagogy and strategic scaffolds: Tia’s solutions to challenging multiplicative tasks. The Journal of Mathematical Behavior, 44, 13–33. https://doi.org/10.1016/j.jmathb.2016.09.002

Hunt, J. H., Tzur, R., & Westenskow, A. (2016). Evolution of unit fraction conceptions in two fifth-graders with a learning disability: An exploratory study. Mathematical Thinking and Learning, 18(3), 182–208. https://doi.org/10.1080/10986065.2016.1183089

Hunt, J. H., Westenskow, A., Silva, J., & Welch-Ptak, J. (2016). Levels of participatory conception of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu’s trajectory. The Journal of Mathematical Behavior, 41, 45–67. https://doi.org/10.1016/j.jmathb.2015.11.004

Scherer, P., Beswick, K., DeBlois, L., Healy, L., & Opitz, E. M. (2016). Assistance of students with mathematical learning difficulties: how can research support practice? ZDM Mathematics Education, 48, 633–649. https://doi.org/10.1007/s11858-016-0800-1


Hunt, J. H. (2015). Notions of equivalence through ratios: Students with and without learning disabilities. The Journal of Mathematical Behavior, 37, 94–105. https://doi.org/10.1016/j.jmathb.2014.12.002

Jankvist, U. T., & Niss, M. (2015). A framework for designing a research-based “maths counsellor” teacher programme. Educational Studies in Mathematics, 90(3), 259–284. https://doi.org/10.1007/s10649-015-9629-8

Lambert, R. (2015). Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies. Educational Studies in Mathematics, 89(1), 1–18. https://doi.org/10.1007/s10649-014-9587-6

Pfister, M., Opitz, E. M., & Pauli, C. (2015). Scaffolding for mathematics teaching in inclusive primary classrooms: A video study. ZDM Mathematics Education, 47(7), 1079–1092. https://doi.org/10.1007/s11858-015-0713-4

Salminen, J., Koponen, T., Räsänen, P., & Aro, M. (2015). Preventive support for kindergarteners most at-risk for mathematics difficulties: Computer-assisted intervention. Mathematical Thinking and Learning, 17(4), 273–295. https://doi.org/10.1080/10986065.2015.1083837


Lewis, K. E. (2014). Difference not deficit: Reconceptualizing mathematical learning disabilities. Journal for Research in Mathematics Education, 45(3), 351–396. https://doi.org/10.5951/jresematheduc.45.3.0351

Van Garderen, D., Scheuermann, A., & Poch, A. (2014). Challenges students identified with a learning disability and as high-achieving experience when using diagrams as a visualization tool to solve mathematics word problems. ZDM Mathematics Education, 46(1), 135–149. https://doi.org/10.1007/s11858-013-0519-1


Bouck, E. C., Joshi, G. S., & Johnson, L. (2013). Examining calculator use among students with and without disabilities educated with different mathematical curricula. Educational Studies in Mathematics, 83(3), 369–385. https://doi.org/10.1007/s10649-012-9461-3

Heyd-Metzuyanim, E. (2013). The co-construction of learning difficulties in mathematics—teacher—student interactions and their role in the development of a disabled mathematical identity. Educational Studies in Mathematics, 83(3), 341–368. https://doi.org/10.1007/s10649-012-9457-z

Holmes, W., & Dowker, A. (2013). Catch up numeracy: a targeted intervention for children who are low-attaining in mathematics. Research in mathematics education, 15(3), 249–265. https://doi.org/10.1080/14794802.2013.803779


Gifford, S., & Rockliffe, F. (2012). Mathematics difficulties: does one approach fit all? Research in Mathematics Education, 14(1), 1–15. https://doi.org/10.1080/14794802.2012.657436


Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: Identification and intervention. ZDM Mathematics Education, 42(6), 527–539. https://doi.org/10.1007/s11858-010-0267-4


Xin, Y. P. (2008). The effect of schema-based instruction in solving mathematics word problems: An emphasis on prealgebraic conceptualization of multiplicative relations. Journal for Research in Mathematics Education, 39(5), 526–551. https://doi.org/10.5951/jresematheduc.39.5.0526