| pubmed-article:1574357 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:1574357 | lifeskim:mentions | umls-concept:C0260267 | lld:lifeskim |
| pubmed-article:1574357 | lifeskim:mentions | umls-concept:C0011155 | lld:lifeskim |
| pubmed-article:1574357 | lifeskim:mentions | umls-concept:C0024934 | lld:lifeskim |
| pubmed-article:1574357 | pubmed:issue | 3 | lld:pubmed |
| pubmed-article:1574357 | pubmed:dateCreated | 1992-6-4 | lld:pubmed |
| pubmed-article:1574357 | pubmed:abstractText | Mastery of mathematics involves the interactions of multiple developmental pathways. Children with mathematics disabilities often experience profound feelings of intellectual inadequacy that can erode self-esteem and academic motivation. This article delineates 16 interactive subcomponents that students who underachieve in mathematics can encounter. The article also discusses assessment and management issues for children with mathematics disabilities. | lld:pubmed |
| pubmed-article:1574357 | pubmed:language | eng | lld:pubmed |
| pubmed-article:1574357 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:1574357 | pubmed:citationSubset | AIM | lld:pubmed |
| pubmed-article:1574357 | pubmed:status | MEDLINE | lld:pubmed |
| pubmed-article:1574357 | pubmed:month | Jun | lld:pubmed |
| pubmed-article:1574357 | pubmed:issn | 0031-3955 | lld:pubmed |
| pubmed-article:1574357 | pubmed:author | pubmed-author:LevineM DMD | lld:pubmed |
| pubmed-article:1574357 | pubmed:author | pubmed-author:LindsayR LRL | lld:pubmed |
| pubmed-article:1574357 | pubmed:author | pubmed-author:ReedM SMS | lld:pubmed |
| pubmed-article:1574357 | pubmed:issnType | Print | lld:pubmed |
| pubmed-article:1574357 | pubmed:volume | 39 | lld:pubmed |
| pubmed-article:1574357 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:1574357 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:1574357 | pubmed:pagination | 525-36 | lld:pubmed |
| pubmed-article:1574357 | pubmed:dateRevised | 2005-11-16 | lld:pubmed |
| pubmed-article:1574357 | pubmed:meshHeading | pubmed-meshheading:1574357-... | lld:pubmed |
| pubmed-article:1574357 | pubmed:meshHeading | pubmed-meshheading:1574357-... | lld:pubmed |
| pubmed-article:1574357 | pubmed:meshHeading | pubmed-meshheading:1574357-... | lld:pubmed |
| pubmed-article:1574357 | pubmed:meshHeading | pubmed-meshheading:1574357-... | lld:pubmed |
| pubmed-article:1574357 | pubmed:meshHeading | pubmed-meshheading:1574357-... | lld:pubmed |
| pubmed-article:1574357 | pubmed:meshHeading | pubmed-meshheading:1574357-... | lld:pubmed |
| pubmed-article:1574357 | pubmed:meshHeading | pubmed-meshheading:1574357-... | lld:pubmed |
| pubmed-article:1574357 | pubmed:meshHeading | pubmed-meshheading:1574357-... | lld:pubmed |
| pubmed-article:1574357 | pubmed:year | 1992 | lld:pubmed |
| pubmed-article:1574357 | pubmed:articleTitle | The wrath of math. Deficiencies of mathematical mastery in the school child. | lld:pubmed |
| pubmed-article:1574357 | pubmed:affiliation | Clinical Center for the Study of Development and Learning, University of North Carolina, Chapel Hill. | lld:pubmed |
| pubmed-article:1574357 | pubmed:publicationType | Journal Article | lld:pubmed |
| pubmed-article:1574357 | pubmed:publicationType | Review | lld:pubmed |
