Assessment and conceptual remediation of basic calculation skills in elementary school students.

Abstract

The specific domain model for math disabilities postulates a core number deficit which presents a prime target for remedial interventions. This longitudinal study identified two groups of Grade 3 students based on their basic calculation abilities: students with persistent difficulties through Grade 4 (PD group) and students whose performance improved into the average range (IP group). Baseline data revealed a distinct cognitive profile for students in the PD group featuring predominant deficits in symbolic number processing. A conceptual intervention based on explicit teaching of basic arithmetic procedures was implemented when students attended Grade 5 or 6. Students in the PD group benefited more from the programme, especially in performing written calculations and in multiplication speed. Statement of contribution What is already known on this subject? Most interventions focus on young students' basic arithmetical skills to prevent serious math problems in future. Few interventions target older students who often face persistent math difficulties. These interventions are usually procedural and focus on age-appropriate math skills. What does this study add? A conceptual intervention was implemented to remediate basic calculation deficits at the end of elementary school. The aim was to help students compensate for their gaps in knowledge and motivate them to engage in math activities. Neuropsychological testing of arithmetic abilities revealed difficulties in symbolic number processing.