*Student/trainee author
*Ernst, J. R., *Pan, S. E., & Mazzocco, M. M. (2023). Where and what children count during shared reading of early math books. Cognitive Development, 67, 101342.
Prager, E. O., *Ernst, J. R., Mazzocco, M. M., & Carlson, S. M. (2023). Executive function and mathematics in preschool children: Training and transfer effects. Journal of Experimental Child Psychology, 232, 105663.
Li, T., Quintero, M., Galvan, M., Shanafelt, S., Hasty, L. M., Spangler, D. P., … & Wang, Z. (2023). The mediating role of attention in the association between math anxiety and math performance: An eye-tracking study. Journal of Educational Psychology, 115(2), 229.
*Chan, J. Y. C., Sera, M. D., & Mazzocco, M. M. (2022). Relational language influences young children’s number relation skills. Child Development, 93(4), 956-972.
*Chan, J. Y. C., & Mazzocco, M. M. (2021). Integrating qualitative and quantitative methods to develop a comprehensive coding manual: Measuring attention to mathematics in play contexts. Methods in Psychology, 4, 100044.
Mulcahy, C., Day Hess, C. A., Clements, D. H., Ernst, J. R., Pan, S. E., Mazzocco, M. M. M., & Sarama, J. (2021). Supporting young children’s development of executive function through early mathematics. Policy Insights from the Behavioral and Brain Sciences, 8(2), 192-199. https://doi.org/10.
Mazzocco, M. M., *Chan, J. Y. C., Bye, J. K., *Padrutt, E. R., *Praus-Singh, T., *Lukowski, S., Brown, E., & *Olson, R. E. (2020). Attention to numerosity varies across individuals and task contexts. Mathematical Thinking and Learning, 22(4), 258-280.
*Chan, J. Y.C., *Praus-Singh, T., & Mazzocco, M.M.M. (2020). Parents’ and young children’s attention to mathematical features varies across play materials. Early Childhood Research Quarterly, 50, 65-77.
*Lukowski, S. L., *Padrutt, E. R., Sarafoglou, K., Ross, J. L., Law, J. R., *Olson, R. E., & Mazzocco, M. M. (2020). Variation in early number skills and mathematics achievement: Implications from cognitive profiles of children with or without Turner syndrome. PLOS ONE, 15(10), e0239224.
Herold, K., Bock, A., Murphy, M. M., & Mazzocco, M. M. M. (2020). Expanding task instructions may increase fraction problem difficulty for students with mathematics learning disability; Learning Disabilities Quarterly, 43(4), 201-213.
*Wood, T., Mazzocco, M. M., Calhoon, M. B., Crowe, E. C., & Connor, C. M. (2020). The effect of peer-assisted mathematics learning opportunities in first grade classrooms: What works for whom?. Journal of Research on Educational Effectiveness, 13(4), 601-624.
McMullen, J., Chan, J. Y. C., Mazzocco, M. M., & Hannula-Sormunen, M. M. (2019). Spontaneous mathematical focusing tendencies in mathematical development and education. Constructing Number: Merging Perspectives from Psychology and Mathematics Education, 69-86.
Connor, C. M., Mazzocco, M. M. M., Kurtz, T., Crowe, E., Tighe, E., Wood, T., & Morrison, F. (2018). Using assessment to individualize early mathematics instruction. Journal of School Psychology, 66, 97 – 113.
*Chan, J.Y.C., & Mazzocco, M. M. M. (2017). Competing features influence children’s attention to number. Journal of Experimental Child Psychology, 156, 62-81.
Lukowski, S.L., DiTrapani, J., Jeon, M., Wang, Z., Schenker, V.J., Doran, M.M., Hart, S.A., Mazzocco, M.M., Willcutt, E.G., Thompson, L.A. and Petrill, S.A., (2017). Multidimensionality in the measurement of math-specific anxiety and its relationship with mathematical performance. Learning and Individual Differences.
*Ward, J., Mazzocco, M. M., *Bock, A. M., & *Prokes, N. (2017). Are content and structural features of counting books aligned with research on numeracy development? Early Childhood Research Quarterly. 39, 47-63.
Tosto, M. Asbury, K., Mazzocco M.M.M., Petrill, S., Kovas, Y. (2016). From classroom environment to mathematical achievement: The mediating role of self-perceived ability and subject interest. Learning and Individual Differences
*Brown, E.C., Mazzocco, M.M., Rinne, L.F., & *Scanlon, N.S. (2016). Uncanny sums and products may prompt wise choices: Semantic misalignment and numerical judgments. Journal of Numerical Cognition, 2(2), 116–139, doi:10.5964/jnc.v2i2.21
Grimm, K.J., Mazza, G., & Mazzocco, M.M.M. (2016) Advances in methods for assessing longitudinal change. Educational Psychologist, 51(3-4), 342-353.
Mazzocco, M.M. (2016). A note on visual-constructional deficit in Turner’s syndrome. Money, J., Alexander, D., Eherhardt, A. Journal of Pediatrics 1966; 69(1):126-127. Journal of Pediatrics
Mazzocco, M.M. (2016). Mathematics awareness month: Why should pediatricians be aware of mathematics and numeracy? Journal of Developmental and Behavioral Pediatrics, 37(3), 251-253.
Tosto, M. G., Asbury, K., Mazzocco, M. M., Petrill, S. A., & Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and individual differences, 50, 260-269.
Alcock, L., Ansari, D., Batechelor, S., Bison, M., De Smedt, B., Gilmore, C., Göbel, S., Hannula-Sormunen, M, Hodgen, J., Inglis, M., Jones, I., Mazzocco, M., McNeil, N., Scheider, M., Simms, V., & Weber, K. (2015). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition. Vol. 2(1), 20–41, doi:10.5964/jnc.v2i1.10
Wang, Z. Lukowski, S.L., Hart, S.A., Lyons, I. M., Thompson, L.A., Kovas, Y., Mazzocco, M. M., Plomin, R. & Petrill, S. A. (2015). Is mathematical anxiety always bad for math learning: The role of math motivation. Psychological Science, 26(12) 1863–1876.
Rinne, L., & Mazzocco, M.M.M. (2014). Knowing Right From Wrong in Mental Arithmetic Judgments: Calibration of Confidence Predicts the Development of Accuracy, PLoS ONE 9(7): e98663. doi:10.1371/journal.pone.0098663. http://www.plosone.org/
Mazzocco, M.M.M. Murphy, M.M., Brown, E.C., Rinne, L., & Herold, K.H. Persistent consequences of atypical early number concepts (2013). Frontiers in Developmental Psychology, 4:486.
Kaufmann, L., Mazzocco, M.M.M., Dowker, A., von Aster, M., Goebel, S., Grabner, R., Henik, A., Jordan, N.C., Karmiloff-Smith, A.D., Kucian, K., Rubinsten, O., Szucs, D., Shalev, R., Nuerk, H (2013). Dyscalculia from a developmental and differential perspective. Frontiers in Psychology, 4, article 516.
Mazzocco, M.M.M., & Räsänen, P. (2013). Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia. Trends in Neuroscience and Education, 2, 65-73.
Mazzocco, M.M.M. & Grimm, K. (2013). Growth in Rapid Automatized Naming From Grades K to 8 in Children with Math or Reading Disabilities. Journal of Learning Disabilities, 46(6), 517-533.
Mazzocco, M.M.M., Myers, G.F., *Lewis, K.E., Hanich, L.B., & Murphy, M.M. (2013). Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) vs. low mathematics achievement. Journal of Experimental Child Psychology, 115, 371-87.
Grimm, K., Zhang, Z., Hamagami, F., & Mazzocco, M.M.M. (2013). Modeling nonlinear change via latent change and latent acceleration frameworks: examining velocity and acceleration of growth trajectories. Multivariate Behavioral Research, 48:1, 117-143, doi.org/10.1080/00273171.2012.755111
Price, G.R., Mazzocco, M.M.M., & Ansari, D. (2013). Why Mental Arithmetic Counts: Brain activation during single digit arithmetic predicts high-school math scores. Journal of Neuroscience, 33(1):156 –163.
Matejko, A.A., Price, G.R., Mazzocco, M. M.M., & Ansari, D. (2013). Individual differences in left parietal white matter predict math scores on the Preliminary Scholastic Aptitude Test. NeuroImage, 66, 604-610.
Mazzocco, M.M.M., Hanich, L.B., & Noeder, M. (2012). Primary School Age Students’ Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement, Child Development Research, vol. 2012, Article ID 170310, 12 pp, 2012. doi:10.1155/2012/170310.
*Raches, D., & Mazzocco, M.M.M. (2012) Emergence and trajectory of mathematical difficulties in young children with Barth syndrome. Journal of Developmental and Behavioral Pediatrics, 33, 328-335.
Mazzocco, M.M.M., Feigenson, L., & Halberda, J. (2011). Preschoolers’ Precision of the Approximate Number System Predicts Later School Mathematics Performance. PLoS One DOI 10.1371/journal.pone.0023749.
Mazzocco, M.M.M., Feigenson L., & Halberda, J. (2011). Impaired acuity of the approximate number system underlies mathematical learning disability. Child Development, 82, 1224-1237.
Hale, J. & Expert White Paper Consensus groupa. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disabilities Quarterly, 33, 223-236.
Mazzocco, M. M. M., & Hanich, L. B. (2010). Math achievement, numerical processing, and executive functions in girls with Turner syndrome: Do girls with Turner syndrome have math learning disability? Learning and Individual Differences, 20, 70-81.
Ross, J. L., Mazzocco, M.M.M., Kushner, H., Kowal, K., Cutler, G.B., Jr, Roeltgen, D. (2009). Effects of treatment with oxandrolone for 4 years on the frequency of severe arithmetic learning disability in girls with Turner syndrome, Journal of Pediatrics, 155(5):714-20.
*Murphy, M. M., & Mazzocco, M. M. M. (2009). The trajectory of mathematics skills and working memory thresholds in girls with fragile X syndrome. Cognitive Development, 24, 430-449.
Mazzocco, M. M. (2009). Mathematical learning disabilities. The Maryland Psychologist, 55 (2), 9-14.
Mazzocco, M. M. M. (2009). Mathematical learning disability in girls with Turner syndrome: A challenge to defining MLD and its subtypes. Developmental Disabilities Research Reviews, 15, 35-44.
Dennis, M., Berch, D. B., & Mazzocco, M. M. M. (2009). Mathematical learning disabilities in special populations: Phenotypic variation and cross-disorder comparisons. Developmental Disabilities Research Reviews, 15, 80-89.
Halberda, J., Mazzocco, M.M.M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature. 455(2):665-668.
Mazzocco, M.M.M., & *Devlin, K.T. (2008). Parts and ‘holes’: Gaps in rational number sense in children with vs. without mathematical learning disability. Developmental Science. 11:681-691.
Mazzocco, M.M.M., *Devlin, K.T., & *McKenney, J.L. (2008). Is it a fact? Timed arithmetic performance of children with mathematical learning disabilities (MLD) varies as a function of how MLD is defined. Developmental Neuropsychology. 33:318-344
*Murphy, M.M., & Mazzocco, M.M.M. (2008). Rote numeric skills may mask underlying mathematical disabilities in girls with fragile X syndrome. Developmental Neuropsychology. 33:345-364.
*Murphy, M.M., & Mazzocco, M.M.M. (2008). Mathematics learning disability in girls with fragile X or Turner syndrome during late elementary school. Journal of Learning Disabilities. 41:29-46.
*Roberts, J., Mazzocco M. M. M., *Murphy M. M., & Hoehn-Saric R. (2008). Arousal Modulation in Females with Fragile X or Turner Syndrome. Journal of Autism and Developmental Disorders. 38:20-27.
View publications from 1992-2007 (PDF)
Edited Journal Special Issues and Books
M. M. M. Mazzocco (2011). (Invited Guest Editor) Special Issue: Children’s Difficulties with School Mathematics. Perspectives on Language and Literacy
M. M. M. Mazzocco (2009). (Guest Editor) Special Issue: Pathways to Mathematical Learning Difficulties and Disabilities. Developmental Disabilities Research Reviews, 15, p 1-89.
M. M. M. Mazzocco (2008). (Invited Guest Editor) Special Issue, Mathematical Ability, Performance, and Achievement. Developmental Neuropsychology, 33(3)
D. B. Berch & M. M. M. Mazzocco (Eds.) (2007). Why Is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Baltimore, MD: Brookes Publishing.
M. M. M. Mazzocco & J. L. Ross (Eds.) (2007). Neurogenetic Developmental Disorders: Variation of Manifestation in Childhood. Cambridge, MA: MIT Press.
Selected Book Chapters and Encyclopedia Entries
McMullen, J., *Chan, J. Y. C., Mazzocco, M. M., & Hannula-Sormunen, M. M. (2019). Spontaneous mathematical focusing tendencies in mathematical development and education. In Constructing Number (pp. 69-86). Springer.
Mazzocco, M. M. M., & Vukovic, R. (2018) Specific learning disability: Mathematics. In Alfonso & Dawn Flanagan, Eds: Essentials of Specific Learning Disability Identification. Hoboken, N.J.: Wiley Publishers, pp. 59 – 102.
Mazzocco, M. M. M., *Chan, J.Y.C., & Prager, E.O. (2018). Working memory and SLD: Math. In Tracey P. Alloway (Ed.), Working Memory and Neurodevelopmental Disorders. Taylor and Francis Publishers, pp. 106-130.
Mazzocco M.M.M., Chan, JY, & Sera, M. (2016). Contextual sensitivity in young children’s magnitude judgments: When is bigger really more? in (Henik, Ed) Continuous Issues in Numerical Cognition, Elsevier. pp 82-105.
Mazzocco M.M.M., Quintero, A., Murphy, M.M., & McCloskey M. (2016). Genetic Syndromes as Model Pathways to Mathematical Learning Difficulties: Fragile X, Turner, and 22q deletion syndromes. In Berch, Geary, & Mann-Koepke (Eds) Mathematical Cognition and Learning Series, Volume 2: Neural Substrates and Genetic Influences, Elsevier, pp. 325-357.
Mazzocco M.M.M. (2015). The Contributions of Syndrome Research to the study of dyscalculia. in Kadosh and Dowker (Eds), Handbook of Numerical Cognition, Oxford University Press, pp 678-695.
Berch, D.B., & Mazzocco, M.M.M. (2011). Turner Syndrome. In J Kreutzer, J DeLuca, & B Caplan (Eds), Encyclopedia of Clinical Neuropsychology. New York, NY: Springer
*Murphy, M.M., Mazzocco M.M.M., & McCloskey M. (2010). Mathematics disabilities in fragile X and Turner syndromes. In M. Barnes (Ed): Genes, Brain, and Development: The Neurocognition of Genetic Disorders. Cambridge, UK: Cambridge University Press, pp 143-174.
Mazzocco, M. (2009). Cognitive processes underlying numeracy. Encyclopedia of Language and Literacy Development (pp. 1-11). London, ON: Canadian Language and Literacy Research Network http://www.literacyencyclopedia.ca/pdfs/topic.php?topId=285
Mazzocco M.M.M., & Holden J.J.A. (2007). Fragile X syndrome. In: I. Brown & M. Percy (Eds.), Intellectual and Developmental Disabilities. Baltimore, MD: Brookes Publishing. pp 173-187.
Mazzocco M.M.M. (2007). When a genetic disorder is associated with learning disabilities. In M.M.M. Mazzocco & J.L. Ross & (Eds.), Neurogenetic Developmental Disorders: Variation of Manifestation in Childhood. Cambridge, MA: MIT Press, pp 415-436.
Mazzocco M.M.M., *Murphy M.M., & McCloskey M. (2007). The contribution of syndrome research to understanding mathematics learning disability: the case of fragile X and Turner syndromes. In D. Berch & M.M.M. Mazzocco (Eds.), Why is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Baltimore, MD: Brookes Publishers. pp 173-193.
Gersten R., Clark B., & Mazzocco M.M.M. (2007). Historical and contemporary perspectives on mathematical learning disabilities. In D. Berch & M.M.M. Mazzocco (Eds.), Why is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Baltimore, MD: Brookes Publishers. pp 7-27.
Mazzocco, M.M.M. Issues in Defining Mathematical Learning Disabilities and Difficulties. In D.B. Berch & M.M.M. Mazzocco (Eds.), Why is Math So Hard for Some Children: The Nature and Origins of Mathematical Learning Difficulties and Disabilities. (2007); Baltimore, MD: Brookes Publishers, pp 29-47.
Mazzocco M.M.M., & McCloskey M. (2005). Math performance in girls with Turner or fragile X syndrome. In Campbell, J (Ed.), Handbook of Mathematical Cognition. Hove, East Sussex, Great Britain and New York: Psychology Press, pp 269 -297.