International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom

Section 1: Development of number understanding: different theoretical perspectives 

Chapter 1: Neurocognitive perspective on numerical development

Chapter 2: Everyday context and mathematics learning: on the role on spontaneous mathematical focusing tendencies in the development of numeracy

Chapter 3: Competence Models as a Basis for Defining, Understanding, and Diagnosing Students' Mathematical Competences

Chapter 4: Mathematical performance amongst the poor: Comparative performance across developing countries

Chapter 5: Didactics as source and remedy of mathematics learning difficulties

Chapter 6: Section 1 Discussion - Development of number understanding: different theoretical perspectives 

Section 2: Mathematics learning and its difficulties around the world 

Chapter 7: Special needs education in mathematics: The case of Nordic countries

Chapter 8: Math learning and its difficulties in the Middle European countries

Chapter 9: Mathematics learning and its difficulties in Eastern European countries

Chapter 10: Maths Learning and its Difficulties in Southern European Countries

Chapter 11: Mathematics Learning Difficulties in the United States: Current Issues in Screening and Intervention

Chapter 12: Latin-American Countries

Chapter 13: Mathematics Learning and its difficulties: the cases of Chile and Uruguay

Chapter 14: Mathematical inclusion in Southern Africa

Chapter 15: Math Learning Difficulties in Australia

Chapter 16: Mathematical learning and the difficulties in Taiwan: insights from educational practice

Chapter 17: Maths Learning and its Difficulties in Israel

Chapter 18: Learning Difficulties and Disabilities in Mathematics: Indian Scenario

Chapter 19: Discussion of Section 2: Math learning difficulties around the world

Section 3: Mathematical learning difficulties and its cognitive, motivational and emotional underpinnings

Chapter 20: Neurobiological origins of mathematical learning disabilities or dyscalculia: A review of brain imaging data

Chapter 21: Genetics of Dyscalculia 1: In search of genes

Chapter 22: Genetics of dyscalculia 2: In search of endophenotypes

Chapter 23: Comorbidity and differential diagnosis of dyscalculia and ADHD

Chapter 24: Working memory and mathematical learning

Chapter 25: The relation between spatial reasoning and mathematics achievement in children with mathematics learning difficulties

Chapter 26: The language dimension of mathematical difficulties

Chapter 27: Motivational and math anxiety perspective for mathematical learning and learning difficulties.

Chapter 28: MATH & EMOTIONS: THE CASE OF MATH ANXIETY

Chapter 29: Cognitive and Motivational Underpinnings of Mathematical Learning Difficulties: A Discussion

Section 4: Understanding the basics: building conceptual knowledge and characterizing obstacles to the development of arithmetic skills

Chapter 30: Counting and Basic Numerical Skills

Chapter 31: Multi-digit Addition, Subtraction, Multiplication, and Division Strategies

Chapter 32: Development of a sustainable place value understanding

Chapter 33: Using Schema-Based Instruction to Improve Students' Mathematical Word Problem Solving Performance

Chapter 34: Geometry

Chapter 35: Understanding Rational Numbers - Obstacles for Learners With and Without Mathematical Learning Difficulties

Section 5: Mathematical learning difficulties: Approaches to recognition and intervention

Chapter 36: Assessing mathematical competence and performance: Quality characteristics, approaches, and research trends

Chapter 37: Diagnostics of dyscalculia

Chapter 38: Three Frameworks for Assessing Responsiveness to Instruction as a Means of Identifying Mathematical Learning Disabilities

Chapter 39: Technology-based diagnostic assessments for identifying early learning difficulties in mathematics

Chapter 40: Small group interventions for children aged 5-9 years old with learning difficulties in mathematics

Chapter 41: Perspectives to technology-enhanced-learning and teaching in mathematical learning difficulties

Chapter 42: Executive Function and Early Math Learning Difficulties

Chapter 43: Children's mathematical difficulties: some contributory factors and interventions

Chapter 44: Beyond the "third method" for the assessment of developmental dyscalculia. Implications for research and practice.

Chapter 45: Challenges and future perspectives