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Mazzocco, Michele M., Ph.D.

Director, Math Skills Development Project

Main Office Address

School of Education
Johns Hopkins University
2800 North Charles Street
Baltimore, Maryland  21218





Arizona State University



Arizona State University


Developmental Neuropsychology Fellowship

University of Colorado Health Sciences Center

Professional Interests

Cognitive development during the preschool through school age years, particularly in the areas of number concepts, mathematical ability, language acquisition, and learning disability.  My research programs concern typical and atypical development; and the study of the cognitive phenotype of Turner syndrome.

Selected Publications

Mazzocco, M. M. M., & Räsänen, P. (2013). Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia. Trends in Neuroscience and Education (in press).

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, 371-387.

Price, G.R., Mazzocco, M.M. & Ansari, D. (2013). Why mental arithmetic counts: Brain activation during single digit arithmetic predicts high-school math scores. The Journal of Neuroscience, 33, 156-163.

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 MMM, Feigenson L, & Halberda J. (2011) Impaired acuity of the approximate number system underlies mathematical learning disability.  Child Development, 82, 1224-1237.

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.