Abstract
Are mathematical learning difficulties caused by impairment of the abilities that underlie mathematical talent? Or are mathematical difficulties and talent qualitatively different? The main goal of this study was to determine whether mathematical learning difficulties are explained by the same executive functions as mathematical talent. We screened a pool of 2,682 first-year high school students and selected 48 for evaluation, dividing them into three groups: those with mathematical learning difficulties (n = 16), those with typical performance (n = 16), and those with mathematical talent (n = 16). Adolescents from the learning difficulties and talented groups had age, reading skills, and verbal and non-verbal intelligence that were similar to those of the typical performance group. Participants were administered a suite of tasks to evaluate verbal and visual short-term memory and executive functions of inhibition, shifting, and updating. Different executive functions showed different contributions at the two ends of the math ability continuum: lower levels of performance in updating visual information were related to mathematical learning difficulties, while greater shifting abilities were related to mathematical talent. Effect sizes for the differences in performance between groups were large (Hedges' g > 0.8). These results suggest that different executive functions are associated with mathematical learning difficulties and mathematical talent. We discuss how these differences in executive functions could be related to the different types of mathematical abilities that distinguish the three groups.
Highlights
During adolescence, students are expected to acquire competency in a range of mathematical subjects, such as algebra, trigonometry, and calculus
The current study aimed to investigate whether the same executive functions contribute to the whole continuum of mathematical aptitude, or whether specific functions contribute to mathematical learning difficulties (MLD) or mathematical talent
Our results suggest that different executive functions contribute to mathematical learning difficulties and mathematical talent
Summary
Students are expected to acquire competency in a range of mathematical subjects, such as algebra, trigonometry, and calculus. To do so, they must build their knowledge of new concepts on a previously learned foundation of arithmetic with natural and rational numbers. Mathematical attainment will have an impact on various aspects of their adult lives, including employment opportunities [1,2], health [3], and socioeconomic status [4]. At the beginning of high school, there are large individual differences in mathematical. The contributions of executive functions to mathematical learning difficulties and mathematical talent data collection and analysis, decision to publish, or preparation of the manuscript
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
