Difficulties with college algebra can be the gatekeeper for earning a degree. Students struggle with algebra for many reasons. The focus of study was to examine students struggling with entry-level algebra courses and differentiate between those who were identified as having a mathematics disability and those who were not. Variables related to working memory, math fluency, nonverbal/visual reasoning, attention, and reading were analyzed using a MANOVA and separate ANOVAs. Significant differences were found on all but attention, supporting the findings of research on students in elementary and secondary education. Implications include a focus on techniques that help to remediate these specific deficits.
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