Ten Year Adolescent Math Study, 2004-2013

In 2013, we completed a large, 10-year study in which we assessed over 300 children from their Kindergarten year through 9th grade. This project was funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, and uniquely contributed to the body of research on mathematical development and learning disabilities.

Research Articles from the Study

• Geary, D. C., Nicholas, A., Li, Y., & Sun, J. (2017). Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study. Journal of Educational Psychology, 109, 680–693. doi: 10.1037/edu0000159
• Li, Y., & Geary, D. C. (2017). Children's visuospatial memory predicts mathematics achievement through early adolescence. PLoS ONE, 12(2), e0172046. doi: 10.1371/journal.pone.0172046
• Mou, Y., Li, Y., Hoard, M. K., Nugent, L., Chu, F., Rouder, J., & Geary, D. C. (2016). Developmental foundations of children's fraction magnitude knowledge. Cognitive Development, 39, 141–153. doi: 10.1016/j.cogdev.2016.05.002
• Geary, D. C., Hoard, M. K., Nugent, L., & Rouder, J. N. (2015). Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems. Journal of Experimental Child Psychology, 140, 211–227. doi: 10.1016/j.jecp.2015.07.010
• Geary, D. C. (2015). The classification and cognitive characteristics of mathematical disabilities in children. In R. C. Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition (pp. 767–786). Oxford, UK: Oxford University Press.
• Bailey, D. H., Watts, T. W., Littlefield, A. K., & Geary, D. C. (2014). State and trait effects on individual differences in children's mathematical development. Psychological Science, 25, 2017–2026. doi: 10.1177/0956797614547539
• Rouder, J. N., & Geary, D. C. (2014). Children's cognitive representation of the mathematical number line. Developmental Science, 17, 525–536. doi: 10.1111/desc.12166
• Bailey, D. H., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17, 775–785. doi: 10.1111/desc.12155
• Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, H. D. (2013). Adolescents' functional numeracy is predicted by their school entry number system knowledge. PLoS ONE, 8(1), e54651. doi: 10.1371/journal.pone.0054651
• Li, Y., & Geary, D. C. (2013). Developmental gains in visuospatial memory predict gains in mathematics achievement. PLoS ONE, 8(7), e70160. doi: 10.1371/journal.pone.0070160
• Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104, 206–223. doi: 10.1037/a0025398
• Geary, D. C., Hoard, M. K., & Bailey, D. H. (2012). Fact retrieval deficits in low achieving children and children with mathematical learning disability. Journal of Learning Disabilities, 45, 291–307. doi: 10.1177/0022219410392046
• Geary, D. C., Hoard, M. K., & Nugent, L. (2012). Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems. Journal of Experimental Child Psychology, 113, 49–65. doi: 10.1016/j.jecp.2012.03.003
• Bailey, D. H., Littlefield, A., & Geary, D. C. (2012). The co-development of skill at and preference for use of retrieval-based processes for solving addition problems: Individual and sex differences from first to sixth grade. Journal of Experimental Child Psychology, 113, 78–92. doi: 10.1016/j.jecp.2012.04.014
• Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D. C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113, 447–455. doi: 10.1016/j.jecp.2012.06.004
• Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study Developmental Psychology, 47, 1539–1552. doi: 10.1037/a0025510
• Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental and Behavioral Pediatrics, 32, 250–263. doi: 10.1097/dbp.0b013e318209edef
• Geary, D. C. (2010). Missouri longitudinal study of mathematical development and disability. In Cowan, R., Saxton, M., & Tolmie, A. (Eds.), Understanding number development and difficulties. BJEP Monograph Series II (No. 7, pp. 31–49). Leicester: The British Psychological Society.
• Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components. Learning and Individual Differences, 20, 130–133. doi: 10.1016/j.lindif.2009.10.008
• Geary, D. C., Bailey, D. H., Littlefield, A., Wood, P., Hoard, M. K., & Nugent, L. (2009). First-grade predictors of mathematical learning disability: A latent class trajectory analysis. Cognitive Development, 24(4), 411–429. doi: 10.1016/j.cogdev.2009.10.001
• Geary, D. C., Bailey, D. H., & Hoard, M. K. (2009). Predicting mathematical achievement and mathematical learning disability with a simple screening tool: The Number Sets Test. Journal of Psychoeducational Assessment, 27, 265–279. doi: 10.1177/0734282908330592
• Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33, 277–299. doi: 10.1080/87565640801982361
• Hoard, M. K., Geary, D. C., Byrd-Craven, J., & Nugent, L. (2008). Mathematical cognition in intellectually precocious first graders. Developmental Neuropsychology, 33, 251–276. doi: 10.1080/87565640801982338
• Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343–1359. doi: 10.1111/j.1467-8624.2007.01069.x