Abstract
While arithmetic training reduces fronto-temporo-parietal activation related to domain-general processes in typically developing (TD) children, we know very little about the training-related neurocognitive changes in children with mathematical disabilities (MD), who seek evidenced-based educational interventions. In a within-participant design, a group of 20 children (age range = 10–15 years old) with MD underwent 2 weeks of arithmetic training. Brain activation was measured using functional near-infrared spectroscopy (fNIRS) before and after training to assess training-related changes. Two weeks of training led to both behavioral and brain changes. Training-specific change for trained versus untrained (control) simple multiplication solving was observed as activation increase in the bilateral temporo-parietal region including angular gyrus and middle temporal gyrus. Training-specific change for trained versus untrained (control) complex multiplication solving was observed as activation increase in the bilateral parietal region including intraparietal sulcus, superior parietal lobule, and supramarginal gyrus. Unlike the findings of a similar study in TD children, 2 weeks of multiplication training led to brain activation increase in the fronto-parietal network in children with MD. Interestingly, these brain activation differences between the current findings and a recent similar study in TD children underlie a rather similar behavioral improvement as regards response time and accuracy after 2 weeks of training. This finding provides valuable insights into underlying mechanisms of mathematics learning in special samples and suggests that the findings in TD children may not be readily generalized to children with MD.
Highlights
Mathematical disability (MD) is a brain-based learning disorder affecting numerical and arithmetic abilities (De Smedt et al 2019; Kaufmann et al 2011)
Further analysis revealed that the main effect of training comes from the post-test difference between trained and untrained simple problems [t(33.24) = 2.22, p = 0.033, d = 0.50], while there was no significant difference in the pre-test [t(33.24) = 1.37, p = 0.179, d = 0.31]
Opposite brain activation changes were observed in typically developing (TD) children (Soltanlou et al 2018b) and in children with MD: While 2 weeks of multiplication training led to brain activation decrease in the frontoparietal network of mental calculation in TD children, the same training led to brain activation increase in that network in children with MD
Summary
Mathematical disability (MD) is a brain-based learning disorder affecting numerical and arithmetic abilities (De Smedt et al 2019; Kaufmann et al 2011). Hospital of Tuebingen, Tuebingen, Germany continues into adulthood (Kucian and von Aster 2015). It harms the career perspectives, mental health, and economic status of those diagnosed, and puts a burden on society (Gross et al 2009; Kaufmann et al 2013). We have little knowledge about the neural mechanisms of arithmetic processing in MD and the way these mechanisms change in the face of training. This knowledge will help us to further develop brain-based educational interventions directly derived from research in children with MD, whose brain responses might differ from typically developing (TD) children. In the current study, we aim to investigate the neurocognitive mechanisms of arithmetic learning in children with MD
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