Math Learning Disabilities Research Articles

The Relationship Between Basic Cognitive Skills and Math Learning Disabilities in The First Grade

The Relationship Between Basic Cognitive Skills and Math Learning Disabilities in The First Grade

32 Associations between Childhood Attention Deficit Hyperactivity Disorder and Learning Disabilities and Cognition in Late Adulthood.

Objective:There has been relatively little research on the effect of childhood attention difficulties/weaknesses and learning disabilities/differences on cognitive aging. This study examined associations between self-reported symptoms and diagnoses/concerns of childhood attention deficit hyperactivity disorder (ADHD) and reading or math learning disabilities (LD) and cognitive abilities in older adulthood. We hypothesized that cognitive weaknesses in childhood would be associated with cognitive abilities later in life.Participants and Methods:The 25 individuals with healthy cognition or MCI were recruited from the greater Philadelphia area (Mage= 74.4; SD= 5.34; 40% men; 84%white) and completed a self-report questionnaire of childhood ADHD and LD. Specifically, participants rated their experience of ADHD symptoms of inattention and hyperactivity/impulsivity and indicated whether they had a past diagnosis of (or concerns regarding past) ADHD, math LD or language/reading LD Participants also completed tests of language, attention, episodic memory, executive function, and processing speed. Pearson or point-biserial correlation coefficients (r-values) indicating a medium effect size (.30 or greater) were interpreted as meaningful.Results:On average, participants reported 3.48 symptoms of inattention and 2.56 symptoms of hyperactivity/impulsivity (i.e., at least six symptoms from either category are consistent with diagnostic criteria for ADHD). 16% of the sample reported childhood ADHD/attention difficulties, 48% reported childhood math LD/math difficulties, and 32% reported childhood language LD/difficulties. On cognitive tests, the sample performed in the average range, with considerable variability (i.e., norm-based, demographically adjusted T-scores ranged from 20-74). The relation between cognitive scores and report of childhood ADHD symptoms was weak and non-significant correlation (r<.18). By contrast, report of childhood ADHD/attention difficulties was associated with lower scores attention tests (r=.33). Report of childhood language LD/difficulties was associated with a worse overall cognitive composite (r=-.35) and executive function ability (r=-.35). Childhood math LD/difficulties was not meaningfully associated with lower scores on any of the cognitive tests administered. Unexpectedly, report of childhood cognitive difficulties also were associated with higher scores on cognitive tests, such that childhood ADHD/attention difficulties was associated with better performance on tests of episodic memory (r=.39), and childhood math LD/difficulties were associated with better performance on tests of language (r=-.37).Conclusions:Current cognitive abilities in older adults may be influenced by lifelong cognitive weakness and academic difficulties. A history of ADHD and LD/difficulties should be considered in clinical neuropsychological assessment and future research on cognitive aging should consider ADHD/LD from a lifespan, developmental framework.

Technological Resources for Early Intervention in Cases of Dyscalculia: A Deductive-Inductive Categorization

Dyscalculia is a math learning disability that significantly interferes with students' academic performance and math-related aspects of their daily lives. Early diagnosis and the design of intervention programs adapted to the needs of each case are essential. In this sense, multiple technological resources are created to address both issues. Still, it is difficult to identify which characteristics they share and which are more relevant regarding didactic suitability. Given this situation, this research proposes categorizing these resources according to the type of addressee, objective, format, and supporting scientific evidence. The categorization process has been carried out in two phases: deductive and inductive. In the first phase, a systematic review of the literature was carried out in the main scientific publication databases. Based on the review publications reading, the aspects common to the technological resources found were identified in the second phase, and the final categorization criteria were created. The result of such a procedure provides a valuable bank of technological resources for intervention in dyscalculia at early ages. However, more scientific evidence is lacking to support its efficacy and validity in educational settings.

A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities

The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data comprised a clinical sample (n = 430) with LD identified in childhood and a sample of matched controls (n = 2,140). Their medical diagnoses (according to the International Classification of Diseases nosology) until adulthood (20–39 years) were analyzed. The co-occurrence of LD with neurodevelopmental disorders was considered a homotypic comorbidity, and co-occurrence with disorders or diseases from the other diagnostic categories (i.e., mental and behavioral disorders, diseases of the nervous system, injuries, other medical or physical diagnoses) was considered a heterotypic comorbidity. Both homotypic and heterotypic comorbidity were more common in the LD group. Co-occurring neurodevelopmental disorders were the most prominent comorbid disorders, but mental and behavioral disorders, diseases of the nervous system, and injuries were also pronounced in the LD group. Accumulation of diagnoses across the diagnostic categories was more common in the LD group. No differences were found among the RD, MD, and RD+MD subgroups. The findings are relevant from the theoretical perspective, as well as for clinical and educational practice, as they provide understanding regarding individual distress and guiding for the planning of support.

LEVEL OF MATH ANXIETY AMONG THE STUDENTS OF THE 5TH – 9TH YEAR OF STUDY IN SLOVAKIA

Mathematics accompanies us throughout our lives. Difficulties in acquiring mathematical ideas can appear even without the presence of a math learning disability – developmental dyscalculia. Our lack of success can result from various external or endogenous causes. People who have a higher level of math anxiety often have difficulties in everyday life, wherever mathematics occurs in some way. Therefore, it is important to pay attention to this issue and look for possible solutions and qualitatively discuss questions related to math anxiety. Why and what level of anxiety do individual mathematical tasks cause in some people? Is it not only the fear and anxiety of failure in mathematics but also of failure in everyday life in solving everyday problems, such as counting up purchases, planning financial transactions, interest, discounts, etc.? These difficulties cause fear, stress and anxiety in individuals, and the impairment of mathematical skills is transferred into adulthood. Chinn (2020) reports that up to 22% of adults in the UK have difficulties with the mathematics that limit them in everyday life. The paper is aimed at finding out the level of math anxiety in a selected population of students and analyzing the questionnaire "How I feel about math" Chinn (2020) translated into Slovak. The research group consisted of 11-16-year-old Slovak students. The aim of the paper is to point out the importance of investigating mathematics anxiety in the diagnosis of a mathematical learning disability. At the same time, to draw attention to the fact that students with special educational needs experience a higher level of math anxiety than their peers. The authors point out that there are no significant gender differences in the experience of math anxiety in the Slovak sample of students and confirm, as stated by Chinn, that 4-6% of neuro-typical (normal) children experience a high level of math anxiety.

The effectiveness of family enrichment model for work on marital satisfaction, career and work-family conflict of married female managers

Aim: The purpose of this research was to determine the effectiveness of social-emotional skills training on motivational beliefs and self-regulation learning strategies of girls with learning disabilities. Methods: The present research method is practical in terms of purpose and in terms of field situation and in terms of semi-experimental method with the design of pre-test, post-test and follow-up was with the control group and random assignment. The statistical population of this research included all girls aged 10 to 13 with learning disabilities in reading, writing and math in Joybar city in the academic year of 2019-20. Sampling was purposeful and 30 girls were selected as a sample, and then 15 girls were randomly assigned to the social-emotional skills training group and 15 girls were assigned to the control group. The experimental group was trained in social-emotional skills based on the Squires model (2003) for 10 sessions; while the control group did not receive any intervention. Also, Harter's motivational beliefs questionnaire (1981) and Ryan and Connell's self-regulated learning questionnaire (1989) were used in the pre-test, post-test and follow-up stages. Finally, the data were analyzed using ANOVA with repeated measures and Bonferroni's post hoc test. Results: The results showed that social emotional skills training has an effect on girls' motivational beliefs (F=16.95; P=0.002) and self-regulation learning strategies (F=88.75; P=0.001). Conclusion: It can be concluded that social emotional skills training is effective on girls' motivational beliefs and self-regulation learning strategies.

Contributions of linguistic, quantitative, and spatial attention skills to young children's math versus reading: Same, different, or both?

AbstractThe study used Bayesian and Frequentist methods to investigate whether the roles of linguistic, quantitative, and spatial attention skills are distinct in children's acquisition of reading and math. A sample of 175 Chinese kindergarteners was tested with measures of linguistic skills (phonological awareness and phonological memory), quantitative knowledge (number line task, symbolic digit comparison, and non‐symbolic number estimation), spatial attention skills (visual span, mental rotation, and visual search), word reading, and calculation. After statistically controlling for age and nonverbal intelligence, phonological awareness and digit comparison performance explained unique variance in both math and reading. Moreover, number line estimation was specifically important for math, while phonological memory was specifically essential for reading. These findings highlight the possibility of developing early screening tools with different cognitive measures for children at risk of learning disabilities in reading and/or math.

The effectiveness of cognitive rehabilitation in improving working memory, motor skills, visual processing, and perception of spatial relationships in children with math learning disabilities

The effectiveness of cognitive rehabilitation in improving working memory, motor skills, visual processing, and perception of spatial relationships in children with math learning disabilities

The Effects of EASY Minds Program on Working Memory and Selective Attention in Students with Math Learning Disabilities

ABSTRACT The present study aimed to investigate the effects of the EASY Minds program on working memory and selective attention of a group of Iranian students with maths learning disabilities. The study had a quasi-experimental research design with pre-test, post-test, and follow-up tests. Forty students with maths learning disabilities were randomly assigned to either experimental or control groups. The findings showed that the program improved working memory and selective attention of the experimental group, and this effect lasted for a two-month follow-up. It can be concluded that the EASY Minds program can be used as an interventional technique to improve working memory and selective attention of students with maths learning disabilities.

Implementing the Science of Math in a Culturally Sustainable Framework for Students With and at Risk for Math Learning Disabilities

This article focuses on implementing the Science of Math through a culturally responsive framework designed to support culturally and linguistically diverse students in math classrooms. We consider the influence of (second) language acquisition and instructional environments for students in addition to specific ways to increase instructional engagement with considerations of students’ cultural identity, prior experiences, and dual language development. Key features of the culturally responsive math instruction framework for dual language learning students with and at risk for math disabilities include utilizing culturally and linguistically appropriate assessment, anti-biased contextual supports, linguistics supports within math curriculum, and sustaining home-school collaborations. Implications for applying the framework for math instruction are discussed.

Special Education Teachers and Student Academic Achievement in Saudi Arabia

Teaching evaluation has been used widely in learning institutions globally to address achievement gaps for students with special needs, math learning disabilities (MLD), and learning impairments, such as autism. In most cases, learners with disabilities impeding the acquisition of mathematics and languages receive preferential consideration for special education. Successful knowledge acquisition for special needs students usually involves teacher guidance, especially in the evaluation of learning needs and dissemination of curriculum content, and student interactions. In this study, data collected from 170 special education administrators drawn from three regions of the Kingdom of Saudi Arabia (KSA) (Riyadh, Makkah, and Medina) was used to explore the effectiveness of training and certification of special education teachers on the attainment of desirable academic outcomes in mathematics. A purposive sampling strategy was used to recruit the participants. A descriptive analysis design was applied to study the underlying characteristics of the sample population. The findings from the study, which were presented using graphs and tables based on the responses from the participants, showed the diversity in the composition of special education teachers in KSA. Specifically, qualified practitioners, uncertified personnel, and unfilled teaching vacancies accounted for 55.88%, 38.24%, and 5.88% of all positions respectively. A considerable proportion of special education teachers (52.94%) reported that they use teacher-directed instruction as opposed to student-centered learning (47.06%). The implications of the findings and the recommendations are discussed in the final sections of this report.

Effects of Professional Development on English Learners’ Problem Solving

Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator’s implementation of effective practices for both academic language and problem-solving instruction. The professional development prepared the teacher for instructional and cooperative learning phases that faded prompting as students achieved independence in applying the problem-solving strategy. A multiple-baseline design was used to assess nine third-grade Hispanic ELs with MLD. As compared with the baseline phase, instructional scaffolding increased word problem solving for all the participants. All students’ level of probe performance was maintained during follow-up sessions. The results suggest the intervention facilitated improved math problem-solving performance.

Unimpaired groupitizing in children and adolescents with dyscalculia

When asked to estimate the number of items in the visual field, neurotypical adults are more precise and rapid if the items are clustered into subgroups compared to when they are randomly distributed. It has been suggested that this phenomenon, termed “groupitizing”, relies on the recruitment of arithmetical calculation strategies and subitizing. Here the role of arithmetical skills in groupitizing was investigated by measuring the groupitizing effect (or advantage) in a sample of children and adolescents with and without math learning disability (dyscalculia). The results showed that when items were grouped, both groups of participants showed a similar advantage on sensory precision and response time in numerosity estimates. Correlational analyses confirmed a lack of covariation between groupitizing advantage and math scores. Bayesian statistics on sensory precision sustained the frequentist analyses providing decisive evidence in favor of no groups difference on groupitizing advantage magnitude (LBF = − 0.44) and no correlation with math scores (LBF = − 0.57). The results on response times, although less decisive, were again in favor of the null hypothesis. Overall, the results suggest that the link between groupitizing and mathematical abilities cannot be taken for granted, calling for further investigations on the factors underlying this perceptual phenomenon.

Primary School Teachers' Perceptions of the Differences in Executive Brain Functions for People with Learning Disabilities in Light of their Difficulty Pattern

The study aimed to reveal the perceptions of primary school teachers of the differences in the executive brain functions (EBFs) of their students with learning disabilities (LDs) of both genders, in light of their difficulty pattern (reading and mathematics). The sample of study was (273) male and female students with LDs in the primary stage in the East and West of Dammam city, including (129) male and (144) female students are followed up by (35) male and female teachers with LDs, with (17) male and (18) female teachers of LDs. The study used the descriptive approach by applying a questionnaire to measure the EBFs from preparing researchers. The results revealed that the level of the EBFs of those with LDs in the primary stage in east and west of Dammam was “medium”, with statistically significant differences at the level of significance (α = 0.05) between the two-arithmetic means (AMs) and EBFs in people with LDs that attributed to the learning difficulty pattern. The EBFs of those with reading difficulties showed a greater level than those with math LDs, and there were no statistically significant differences at the level of significance (α = 0.05) between the two AMs attributable to the brain functions of the gendered ones.

The Effectiveness of Math Education on Self-esteem and Self-efficacy of Students With Math and Writing Learning Disorders and Normal Students Based on Mccarthy Model

Objective: The aim of this study is to compare the effectiveness of math education on self-esteem and self-efficacy of students with math learning disabilities, writing and normal students based on the McCarthy model. Methods: Because of the nature of this study, the method was quasi-experimental (pre-test-post-group test). The statistical population of the study included all sixth grade students with learning disabilities (math and writing) and non-learning disabilities in Ardabil in the academic year 2019-2020. Sampling procedure of this study was simple random sampling for students with special math and writing learning disabilities (20 people from each group) referring to the centers for learning disabilities in Ardabil and cluster sampling for normal students in Ardabil (40 people). Results: Data were collected using the Rosenberg Self-Esteem Scale and the Scherer General Self-Efficacy Scale in the pre-test and post-test stages in all four groups. The obtained data were analyzed by SPSS v. 24 software and covariance statistical method. The results of analysis of covariance showed that there was a difference between self-esteem and self-efficacy of experimental and control groups (P<0.05). In other words, the results showed that their mean scores were significantly higher in the experimental group than the self-esteem and self-efficacy of the experimental group. Conclusion: The results of this study can be used in educational settings to improve the status of its components (self-esteem and self-efficacy) of students with learning disabilities and normal.

The effectiveness of metacognition training on motivational beliefs and self-regulated learning strategies of students with learning disorders

Background and Aim: Learning can be considered as the most fundamental process, as a result of which, a helpless and helpless creature, over time and in interaction and physical growth, reaches a transformed person whose cognitive abilities and power of thought knows no bounds. The aim of the current research was to investigate the effectiveness of metacognitive training on motivational beliefs and self-regulated learning strategies of students with learning disabilities. Method: The current research method is practical in terms of purpose and in terms of field situation and in terms of semi-experimental method with a pre-test, post-test design was with the control group and random assignment. The statistical population of this research included all elementary school students aged 10 to 13 with learning disabilities in reading, writing and math in Juybar city in the academic year of 2019-20. Purposive sampling and 30 students were selected as a sample and then randomly assigned 15 students to the experimental group (related to metacognition training) and 15 students to the control group. The experimental group underwent metacognitive training based on Koziak's (2001) model for 10 one-hour weekly sessions; while the control group did not receive any intervention. Also, Harter's motivational beliefs questionnaire (1981) and Ryan and Connell's self-regulated learning questionnaire (1989) were used in the pre-test and post-test stages. Finally, the data were analyzed using univariate and multivariate analysis of covariance and Bonferroni's post hoc test. Results: The results showed that metacognition training has an effect on students' motivational beliefs (F=12.31; P=0.002) and self-regulation learning strategies (F=17.35; P=0.001). Conclusion: It can be concluded that metacognitive training is effective on students' motivational beliefs and self-regulation learning strategies, and this training can be used to reduce students' psychological problems.

Comparison of The Effectiveness of the Educational Package of Cognitive-Metacognitive Strategies and Cognitive Intervention in Solving the Mathematical Verbal Problem and Cognitive Functions in Students with Special Math Learning Disabilities

Comparison of The Effectiveness of the Educational Package of Cognitive-Metacognitive Strategies and Cognitive Intervention in Solving the Mathematical Verbal Problem and Cognitive Functions in Students with Special Math Learning Disabilities

The Effects of Mnemonic Strategy and Place Value Instruction through CSA(Concrete –Semiconcrete-Abstact) Sequence on Subtraction with Regrouping of the Students with Math Learning Disabilities

본 연구는 CSA(구체물–반구체물–추상물) 단계에 따른 기억전략 및 자릿값 교수가 수학학습장애아동의 받아내림 뺄셈 성취에 미치는 영향을 알아보고자 하였다. 연구 대상은 경기도 소재 초등학교 4학년 수학학습장애아동 세 명이었으며, 실험 효과의 검증을 위해 연구 참여자 별로 중다간헐기초선 설계를 적용하였다. 중재는 2020년 9월부터 2020년 10월까지 주 3~4회로, 매회 약 40분간 이루어졌으며 대상학생 별로 20~23회기의 중재가 진행되었다. 총괄평가지를 사용하여 기초선.중재. 유지 자료를 수집하였고 시각적 분석과 PND로 중재 및 유지 효과를 파악하였다. 연구 결과에 따르면 모든 참여자의 받아내림 뺄셈 점수가 기초선 대비 중재 기간에 향상된 것으로 나타났다. 또한 유지 기간에 모든 참여자의 받아내림 뺄셈 점수가 중재 단계와 비슷한 수준으로 나타났다. 이를 토대로 시사점을 논의하고 연구의 제한점 및 후속 연구에 대해 제언하였다.

A-31 Distinguishing Neuro-Markers of Math Learning Disability Using EEG Coherence

Abstract Objective The current study evaluated brain connectivity in math learning disability (MLD) by examining intra- and interhemispheric electroencephalography (EEG) coherence in three groups of children with differing math profiles. Differential patterns of connectivity were evaluated during “at-rest” conditions and statistically evaluated across three groups. Method Testing occurred in a university laboratory setting. Participants were recruited through media and local agencies serving children with disabilities. The Woodcock Johnson cognitive and achievement tests were used to determine general intelligence and skills across all math achievement subtests. Additionally, 3-minute eye-closed EEG resting data was collected. Groups used in the current study were: neurotypical controls (NC) (n = 30), math learning disability (MLD) (n = 15), and lower achievement (LA) (n = 15). Participants’ mean age was 9.58 (SD = 1.38) with 53.3% being male. Results Intrahemispheric comparisons suggest MLD children demonstrated reduced left hemispheric coherence to NC’s (p = 0.006), not seen in LA children. Additionally, NC’s had greater beta coherence (p = 0.002). Interhemispheric analyses revealed the MLD group had reduced alpha occipital coherence compared to the LA group (p = 0.031). Conclusion The current study provides supporting evidence for implicating brain connectivity as an underlying cause of MLD. Specifically, left hemispheric differences in delta coherence were found in children with MLD not observed in children with LA profiles. Weaknesses in areas of visuo-spatial integration in the MLD group were also observed. Results suggest atypical patterns of brain connectivity in the default-mode network (DMN) in delta wavelengths may serve as a useful biomarker of MLD.

Academic Success of General Education College Students Compared to those Screened as Twice-Exceptional and Gifted

In this study, the high school and college GPAs of college students who were screened as twice-exceptional were compared to college students screened as gifted and average college students. From a sample of 32,741 college students, those screened as gifted earned significantly higher means than students screened as twice-exceptional (2e) and the general college population on both high school and college GPA (p .05), but STEM majors had higher high school mean GPAs than those with non-STEM majors (p < .001). Additionally, 2e students screened as having a reading learning disability (LD) yielded higher mean high school and college GPAs than 2e students screened as having a math LD (p < .001). Implications for advising are discussed.