*Student author

*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.

Herold, K., Bock, A., Murphy, M. M., & Mazzocco, M. M. M. (in press). Expanding task instructions may increase fraction problem difficulty for students with mathematics learning disability; *Learning Disabilities Quarterly*.

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, in press*.

Connor, C. M., Mazzocco, M. M. M., Kurz, T., Crowe, E. C., Tighe, E. L., Wood, T. S., & Morrison, F. J. (2017). Using assessment to individualize mathematics instruction. *Journal of School Psychology*. In press.

*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. J Pediatr 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.

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.