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  2. Dyscalculia: Symptoms and Treatment of This Math Learning ...

    www.webmd.com/add-adhd/childhood-adhd/...

    Dyscalculia is a math learning disability or mathematics learning disorder. It's not unusual for a child to have a tough time with math homework now and then. But if they have problems with ...

  3. ADHD and Math: What's the Connection? - Healthline

    www.healthline.com/health/adhd-and-math

    This condition is fairly common. According to estimates from the American Psychiatric Association, around 8.4 percent of children and 2.5 percent of adults live with ADHD.. A 2015 review suggests ...

  4. How to Help a Child with Dyslexia at Home: Ideas, Resources

    www.healthline.com/health/how-to-help-a-child...

    Repeating and reviewing skills can help a child with dyslexia. This is often done in the form of repeated reading. According to LD Online, repeated reading is a technique for children who have ...

  5. Math Anxiety: How to Spot It and How to Cope - Healthline

    www.healthline.com/health/anxiety/math-anxiety

    Math anxiety affects millions of children, adolescents, and adults around the world. In the United States alone, research has suggested that roughly 17% of the population has math anxiety.

  6. Dyscalculia - Wikipedia

    en.wikipedia.org/wiki/Dyscalculia

    Dyscalculia (/ ˌ d ɪ s k æ l ˈ k juː l i ə /) is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics.

  7. Manipulative (mathematics education) - Wikipedia

    en.wikipedia.org/wiki/Manipulative_(mathematics...

    Manipulative (mathematics education) In mathematics education, a manipulative is an object which is designed so that a learner can perceive some mathematical concept by manipulating it, hence its name. The use of manipulatives provides a way for children to learn concepts through developmentally appropriate hands-on experience.

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