Abstract
Mathematical learning deficits are defined as a neurodevelopmental disorder (dyscalculia) in the International Classification of Diseases. It is not known, however, how such deficits emerge in the course of early brain development. Here, we conducted functional and structural magnetic resonance imaging (MRI) experiments in 3- to 6-year-old children without formal mathematical learning experience. We followed this sample until the age of 7 to 9 years, identified individuals who developed deficits, and matched them to a typically developing control group using comprehensive behavioral assessments. Multivariate pattern classification distinguished future cases from controls with up to 87% accuracy based on the regional functional activity of the right posterior parietal cortex (PPC), the network-level functional activity of the right dorsolateral prefrontal cortex (DLPFC), and the effective functional and structural connectivity of these regions. Our results indicate that mathematical learning deficits originate from atypical development of a frontoparietal network that is already detectable in early childhood.
Highlights
Developmental learning disorder with impairment in mathematics (ICD-11 6A03.2 https:// icd.who.int, hereafter: dyscalculia) occurs in as much as 3% to 7% of the population [1]
We identified 15 chilcortex; ROI, region of interest; SD, standard dren who developed dyscalculia according to an operational definition
Following the available results for older children already suffering from dyscalculia, we expected significant functional and structural differences compared to controls in the canonical mathematical processing network comprising parietal and prefrontal cortices and their structural connection via the superior longitudinal fasciculus (SLF)
Summary
Developmental learning disorder with impairment in mathematics (ICD-11 6A03.2 https:// icd.who.int, hereafter: dyscalculia) occurs in as much as 3% to 7% of the population [1]. The current lack of longitudinal studies following children before they undergo mathematical instruction limits our understanding of the actual developmental origins of dyscalculia. Such preinstruction studies are considered as the gold standard approach to disentangle potential predispositions for developing a learning disorder from the qualitatively and quantitatively different learning experience. Following the available results for older children already suffering from dyscalculia, we expected significant functional and structural differences compared to controls in the canonical mathematical processing network comprising parietal and prefrontal cortices and their structural connection via the SLF
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