Nancy C. Jordan


School of Education
211 C Willard Hall Education Building
University of Delaware
Newark, DE 19716

Phone: 302-831-4651
Fax: 302-831-6702

Children's Math Project



Post Doctoral Fellowship. University of Chicago

Doctor of Education. Harvard University

Master of Arts in Teaching. Northwestern University

Bachelor of Arts. University of Iowa (Phi Beta Kappa)

Current research funding

Improving Understanding of Fractions among Students with Mathematical Learning Difficulties. Special Education Research and Development Center. U. S. Department of Education, Institute of Educational Sciences.

Principal Investigator (with Lynn Fuchs and Robert Siegler). 2010-2015.

Developing Number Sense for Children at Risk for Mathematics Learning Disabilities. National Institute of Child Health and Human Development.

Principal Investigator. 2009-2014

A Developmental Study of Mathematics Disabilities. National Institute of Child Health and Human Development (NIH).

Principal Investigator. 1999-2008.

Recent publications:

Jordan, N.C. (2010). Early predictors of mathematics achievement and mathematics learning difficulties. In Tremblay RE, Barr RG, Peters RDeV, Boivin M, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development;1-6. Available at:

Jordan, N.C., Glutting, J., Ramineni, C., & Watkins, M.W. (2010). Validating a number sense screening tool for use in   kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39 181-195.

Jordan, N.C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20, 82-88.

Jordan, N.C., & Levine, S.C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews 15, 60-68.

Jordan, N.C., Kaplan, D., Ramineni,C., & Locuniak, M.N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850-867.

Jordan, N. C., Glutting, J., & Ramineni, C. (2008). A number sense assessment tool for identifying children at risk for mathematical difficulties. In A. Dowker (Ed.), Mathematical difficulties: Psychology and intervention (pp. 45-58). San Diego, CA: Academic Press.

Jordan, N.C., Kaplan, D., Ramineni, C., & Locuniak, M.N. (2008). Development of number combination skill in the early school years: When do fingers help? Developmental Science,11(5), 662-668.

Locuniak, M.N. & Jordan, N.C. (2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41(5), 451-459.

Jordan, N.C. (2007). Do words count? Connections between mathematics and reading difficulties. In D.B. Berch & M.M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (Chapter 6). Baltimore, MD: Paul H. Brookes.

Jordan, N.C. (2007). The need for number sense. Educational Leadership, 65(2), 63-66.

Jordan, N.C., Kaplan, D., Locuniak, M.N., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.

Jordan, N.C., Kaplan, D., Nabors Olah, L., & Locuniak, M. (2006). Number Sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153-175.

Gersten, R., Jordan, N.C., & Flojo, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304.

Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology, 85, 103-119.

Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with co-morbid mathematics and reading difficulties. Child Development, 74(3), 834-850.

Jordan, N. C. & Hanich, L. B. (2003). Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research and Practice, 18(4), 213-221.

Jordan, N. C. , Hanich, L., & Uberti, H. Z. (2003). Mathematical thinking and learning disabilities. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills. Recent research and theory (pp. 359-383), Mahwah, NJ: Erlbaum.

Jordan, N. C. , Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study.  Journal of Educational Psychology, 94, 586-597.

Hanich, L.B., Jordan, N.C., Kaplan, D., & Dick, J. (2001). Performance across different areas of mathematical cognition in children with learning difficulties.  Journal of Educational Psychology, 93(3), 615-626.

School of Education Faculty | School of Education Home Page | Children's Math Project
October 2007