Publication | Open Access

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement

Middle School StudentsMathematics EducationLearning SciencesMathematics CognitionInclusive EducationDisabilityEducational PsychologyEducationNumerical CompetenceSpecial EducationNumeracyLimited KnowledgeFraction RepresentationsSpecific Learning Disorder