Mathematics Learning Disorder Research Articles

Learning Disorder in Attention Deficit Hyperactivity Disorder (ADHD) Children: A Literature Review

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) can cause many problems in children. The main symptoms of ADHD such as inattention, impulsivity, and hyperactivity can cause social, family, and academic problems. Learning disorders are one of the problems that might affect children with ADHD. Objective: This literature review paper aims to describe learning disorders in ADHD children. Methods: The journals were collected through Google Scholar and PubMed using the keyword (ADHD) AND (learning disorder OR learning disabilities) with a journal publication filter in 2012-2022. Results: The presence of inattention and hyperactivity/impulsivity in children with ADHD might lead to various issues, which in a long term may affect growth and academic performance. Children with ADHD usually fail to concentrate during class and have problems with academic achievement. Working memory disorder and mathematical learning disorder were also found in children with ADHD. However, continuous assistance from the teacher can lower the problem of learning disorders in children with ADHD. Conclusion: ADHD children tend to have various learning disorders which might affect academic performance.

The effect of computerized cognitive rehabilitation on visual-spatial ability and processing speed of students with a specific mathematical learning disorder

This study aimed to investigate the effectiveness of computer-based cognitive rehabilitation on visual-spatial ability and processing speed of students with a specific mathematical learning disorder. The research design was quasi-experimental, pretest-posttest with the control group, and a two-month follow-up. Among the fourth-grade male students with a specific mathematical learning disorder in Karaj, 40 people were selected by a convenience random sampling method, and with random replacement, they were divided into experimental and control groups. The subjects in the experimental group received the Captain's Log cognitive rehabilitation program individually for 12 sessions of 50-60 minutes. Data were collected by The Advanced Reaction Time Test, The Rey-Osterrieth Complex Figure Test, and the Iran KeyMath Diagnostic Tests. Covariance analysis was used to analyze the data. Computerized cognitive rehabilitation caused the experimental group to show shorter reaction time and more visual-spatial ability in the post-test and follow-up stages than the control group (p<0.05). Therefore, computerized cognitive rehabilitation programs can improve students' visual-spatial ability and processing speed with a specific mathematical learning disorder.

Understanding Mathematical Learning Disorder in Regard to Executive and Cerebellar Functioning: a Failure of Procedural Consolidation

A burgeoning body of literature in pediatric neuropsychological assessment suggests executive functioning is the foundation of many procedural learning skills as mediated by cerebellar processing. Given the neuropsychological necessity of intact procedural learning ability for efficient academic learning, the accurate identification of what we have termed “procedural consolidation deficit” (PCD) may be an underpinning of mathematical learning disorder (MLD). Thus, one aim of the present study was to perform an exploratory correlational analysis between performance on pediatric neuropsychological tasks of procedural learning and a classification of MLD. The second aim was to utilize regression analysis of measures of procedural learning for predicting a clinically useful classification of MLD. Results revealed a significant correlation between performance on tasks of procedural learning and a classification of MLD. The follow-up regression model yielded the most predictive variables in identifying individuals with MLD, which included: (a) WISC-V Coding; (b) first administration of Trail Making Test Part B; (c) slope across five serial administrations of Trail Making Test Part B. The model was highly significant and had a classification accuracy for MLD of 87.4%. Results suggest performance on procedural learning tasks significantly predict a classification of MLD. Theoretical and clinical implications are discussed.

What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening

Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future.

Spatial Ability in Children with Mathematics Learning Disorder (MLD) and Its Impact on Executive Functions

ABSTRACT Mathematics Learning Disorder (MLD) has been found to be related to impairments in cognitive functions. Spatial ability (SA), which is made up of eight single but unified elements can be assumed to have a leading part in different areas of math skills. The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without MLD. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. The second objective of the study was to explore the SA factors’ ability to predict the performance of MLD participants in three executive functions. The results revealed that participants with MLD had poorer performance in all the SA tasks and it took longer to finish the visualization, spatial relation, and spatial orientation tasks compared to children with typical development (TD). Regression analysis indicated that some of the SA factors could predict working memory and cognitive flexibility, but they were unable to predict response inhibition. Regarding these results, applying SA factors in cognitive rehabilitation programs of children with MLD seems necessary.

Effectiveness of an educational neuroscience-based curriculum to improve academic achievement of elementary students with mathematics learning disabilities

Background: The present study evaluated the effectiveness of a curriculum based on educational neuroscience on improving academic achievement in elementary students with mathematical learning disorder in Shiraz. Methods: This is a quasi-experimental research which was done on students with math learning disabilities from grades two to six in Shiraz District 2 and 4. 47 students fulfill the inclusion criteria, due to the exclusion criteria 31 students enrolled in the study. They are randomly assigned to experimental and control groups. All of them completed the pre and post-test training in the control group was based on the traditional teaching style and the curriculum patterns that were implemented. The training in the experimental group was based on educational neuroscience curriculum model. Differences are considered statistically significant at P≤0.05 and 95% confidence interval of the difference is considered. Results: The results showed that the mean of the control and experimental groups in numerical understanding variable was respectively: 28.60 and 36.87, in numerical production variable was: 15.13 and 20.06, in numerical calculation variable was: 8.80 and 13.62. The level of significance in the group in all three variables of numerical understanding, numerical production and numerical calculation was 0.001, which means that the experimental group performed better in the post-test than the control group. Conclusion: Educational neuroscience interventions such as the underlying math learning skills can be an effective approach in the treatment of math learning disabilities, the use of this curriculum has also directly improved attention structures and indirectly improved learning disabilities.

Recursos pedagógicos para as bases da aprendizagem matemática: um estudo envolvendo o transtorno do espectro autista

O presente artigo traz um recorte da dissertação Bases da aprendizagem Matemática e o Transtorno do Espectro Autista: um estudo sobre relações numéricas nos anos iniciais do ensino fundamental, cujo objetivo geral foi investigar como se constituem as relações numéricas de alunos com Transtorno do Espectro Autista dos Anos Iniciais do Ensino Fundamental, considerando as bases da aprendizagem matemática: contagem, esquemas protoquantitativos e resolução de situações-problemas. A investigação envolveu crianças com o Transtorno do Espectro Autista, buscando compreender suas capacidades de contar, desenvolvendo diferentes formas de relações numéricas primordiais para o aprendizado do número e da aritmética, seguindo os esquemas protoquantitativos. Nesse estudo utilizou-se a abordagem qualitativa de pesquisa com enfoque exploratório e descritivo, sendo que as intervenções pedagógicas aconteceram no Laboratório de Aprendizagem de uma escola particular de ensino regular. Para abordar conceitos matemáticos foram utilizados de materiais concretos, visando ampliar a inter-relação entre o real e o abstrato, a partir de interesses dos alunos participantes da pesquisa. Desta forma, a adaptação curricular torna-se um aspecto importante para o processo de aprendizagem, potencializando conexões com as vivências e preferências dos alunos e ressignificando conhecimentos matemáticos.

Mengatasi Dampak Negatif Diskalkulia Dalam Menyelesaikan Masalah Matematika

Dyscalculia is a mathematics learning disorder in children who have difficulty counting and calculating. Children who have dyscalculia will show difficulty in doing assignments involving numbers and mathematical symbols. Children with dyscalculia are unable to digest questions and do mathematical processes, or understand abstract questions. So children with dyscalculia cannot solve math problems like children in general. So that to overcome these negative impacts, with dyscalculous disorders can more easily understand and solve math problems.

Investigating the Patterns of Attention Performance in Children With Mathematical Learning Disorder, With Using “Test of Everyday Attention for Children”

Investigating the Patterns of Attention Performance in Children With Mathematical Learning Disorder, With Using “Test of Everyday Attention for Children”

Application of fuzzy modeling to detect mathematical learning disorder

Fuzzy logic has proved to be a powerful tool for decision-making, and to handle and manipulate imprecise and noisy data. Major advantage of this theory is that it allows the natural description, in linguistic terms, of problems that should be solved rather than in terms of relationships between precise numerical values. This paper discusses the use of fuzzy classification to cognitive science field for classifying children having mathematical learning disorder. We have developed a fuzzy model with six fuzzy attributes from six identified dyscalculia testing domains. The output of fuzzy model is classification of children as pure, probabilistic and no dyscalculic. Our findings have been scientifically supported by the neuropsychological results that the range of 3–6% of the population suffers from severe mathematical learning disorders.

Arithmetic Processing in Children with Specific Mathematics Learning Disorder and Children with Normal Academic Performance. An Event-Related Potential Study

Arithmetic Processing in Children with Specific Mathematics Learning Disorder and Children with Normal Academic Performance. An Event-Related Potential Study

Neuro-Cognitive Intervention for Working Memory: Preliminary Results and Future Directions

Definitions of working memory identify it as a function of the executive function system in which an individual maintains two or more pieces of information in mind and uses that information simultaneously for some purpose. In academics, working memory is necessary for a variety of functions, including attending to the information one's teacher presents and then using that information simultaneously for problem solving. Research indicates difficulties with working memory are observed in children with mathematics learning disorder (MLD) and reading disorders (RD). To improve working memory and other executive function difficulties, and as an alternative to medication treatments for attention and executive function disorders, the Motor Cognition2® (MC2®)program was developed. Preliminary research on this program indicates statistically significant improvements in working memory, mathematics, and nonsense word decoding for reading. Further research on the MC2® program and its impact on working memory, as well as other areas of executive functioning, is warranted.

Study of the Effectiveness of Social Skills Training on Social and Emotional Competence among Students with Mathematics Learning Disorder

Introduction: the objective of the study was to determine the effectiveness of life skills training on social and emotional competence of students with mathematics learning disorder. Materials and Methods: in this study, 40 students with mathematics learning disorder were randomly selected in two groups including experimental and control. Key math test and Felner social competence questionnaire were used for data gathering. Intervention group was trained by life skills in eight sessions within one month. At the same time, control group was not trained. The students of both groups filled Felner social competence questionnaire before and after training. Then, the data were analyzed by multi-variant variance analysis test. Findings: the results showed that life skills training significantly improved social and emotional competence among the students with mathematics learning disorder. Conclusion: life skills training improved social and emotional competence among the students with mathematics learning disorder and can be used as an appropriate approach for the improvement of children’s social and emotional competence in learning disorder schools.

Mathematical Learning Disorder in School-Age Children with Attention-Deficit Hyperactivity Disorder

To explore the prevalence of mathematics disorder (MD) relative to reading disorders (RD) in school-age children with attention-deficit hyperactivity disorder (ADHD) and examine the effects of age, sex, cooccurring conduct disorder (CD), and ADHD subtype on this comorbidity. Participants were school-age children (n = 476) with confirmed DSM-IV diagnosis of ADHD. The assessment included semistructured parent and teacher interviews and standardized measures of intelligence, academic attainment, and language abilities. Based on the presence or absence of concurrent learning disorders, we compared the emerging 4 groups: ADHD-only, ADHD + MD, ADHD + RD, and ADHD + MD + RD. Overall prevalence of comorbid ADHD + MD was 18.1%. Age, sex, ADHD subtypes, or comorbid CD did not affect the frequency of MD. Children with concurrent ADHD and either MD or RD attained lower IQ, language, and academic scores than those with ADHD alone. Children with ADHD + MD + RD were more seriously impaired and demonstrated distinct deficits in receptive and expressive language. MDs are relatively common in school-age children with ADHD and are frequently associated with RDs. Children with ADHD + MD + RD are more severely impaired. These deficits simply cannot be explained as consequences of ADHD and might have unique biological underpinnings, with implications for diagnostic classification and therapeutic interventions.