Mathematical Learning Disabilities Research Articles

Rethinking construction: inclusion of slow learners as taker-off in quantity surveying practice

The objective of this paper is to present the preliminary findings regarding the participation of OKU with learning disability in Science Technology, Engineering and Mathematics (STEM) sectors. Review of the works of past researchers suggested that OKU is a potential workforce in STEM sectors but still under-represented due to lack of efforts from stakeholders and learning institutions in providing information on the opportunities that are available. A research has been initiated to explore the potential of slow learners to become workforce in the construction industry as a taker off – part of work of a Quantity Surveyor. Against the findings from the literature review, the modest attempt to attract slow learners to become taker off in the construction industry require the formulation of appropriate learning environment and strong support from the respective key players and stakeholders.

Cognitive and Emotional Math Problems Largely Dissociate: Prevalence of Developmental Dyscalculia and Mathematics Anxiety

A negative correlation between math anxiety and mathematics performance is frequently reported. Thus, some may assume that high levels of mathematics anxiety are associated with poor mathematical understanding. However, no previous research has clearly measured the association between mathematics anxiety and mathematical learning disability. To fill this gap, here we investigated the comorbidity of developmental dyscalculia (a selective, serious deficit in mathematical performance) and mathematics anxiety in a sample of 1,757 primary school (8- to 9-year-old) and secondary school (12- to 13-year-old) children. We found that children with developmental dyscalculia were twice as likely to have high mathematics anxiety as were children with typical mathematics performance. More girls had comorbid mathematics anxiety and developmental dyscalculia than did boys. However, 77% of children with high mathematics anxiety had typical or high mathematics performance. Our findings suggest that cognitive and emotional mathematics problems largely dissociate and call into question the assumption that high mathematics anxiety is exclusively linked to poor mathematics performance. Different intervention methods need to be developed to prevent and treat emotional and cognitive blocks of mathematical development. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review.

Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability.

Data-driven heterogeneity in mathematical learning disabilities based on the triple code model

Many classifications of heterogeneity in mathematical learning disabilities (MLD) have been proposed over the past four decades, however no empirical research has been conducted until recently, and none of the classifications are derived from Triple Code Model (TCM) postulates. The TCM proposes MLD as a heterogeneous disorder, with two distinguishable profiles: a representational subtype and a verbal subtype. A sample of elementary school 3rd to 6th graders was divided into two age cohorts (3rd − 4th grades, and 5th − 6th grades). Using data-driven strategies, based on the cognitive classification variables predicted by the TCM, our sample of children with MLD clustered as expected: a group with representational deficits and a group with number-fact retrieval deficits. In the younger group, a spatial subtype also emerged, while in both cohorts a non-specific cluster was produced whose profile could not be explained by this theoretical approach.

Gestational age modulates neural correlates of intentional, but not automatic number magnitude processing in children born preterm

Premature birth is a significant risk factor for learning disabilities in general and mathematics learning difficulties in particular. However, the exact reasons for this relation are still unknown. While typical numerical development is associated with a frontal-to-parietal shift of brain activation with increasing age, influences of gestational age have hardly been considered so far. Therefore, we investigated the influence of gestational age on the neural correlates of number processing in 6- and 7-year-old children born prematurely (n=16). Only the numerical distance effect – as a measure of intentional number magnitude processing – elicited the fronto-parietal activation pattern typically observed for numerical cognition. On the other hand, the size congruity effect – as a measure of automatic number magnitude processing – was associated with activation of brain areas typically attributed to cognitive control. Most importantly, however, we observed that gestational age reliably predicted the frontal-to-parietal shift of activation observed for the numerical distance effect. Our findings seem to indicate that human numerical development may start even before birth and prematurity might hamper neural facilitation of the brain circuitry subserving numerical cognition. In turn, this might contribute to the high risk of premature children to develop mathematical learning difficulties.

فاعلیة برنامج قائم على المحطات العلمیة فی تنمیة التحصیل ومهارات القرن الحادی والعشرین لدى تلامیذ المرحلة الابتدائیة المتفوقین عقلیًا ذوی صعوبات تعلم الریاضیات

هدف البحث الحالي إلى تعرف فاعلية برنامج قائم على المحطات العلمية في تنمية التحصيل ومهارات القرن الحادي والعشرين لدى تلاميذ الصف السادس الابتدائي المتفوقين عقليا ذوي صعوبات تعلم الرياضيات، وتم تحديد العينة بعد القيام بالعديد من الاختبارات منها اختبار (اوتيس – لينون) للقدرة العقلية العامة، وبطارية مقياس التقدير التشخيصي لصعوبات التعلم. ووصل عدد التلاميذ إلى (12) تلميذا وتلميذة، تم تقسيمهم إلى مجموعتين إحداهما تجريبية درست بالبرنامج ،والأخرى ضابطة درست بالطريقة التقليدية. واستخدمت الباحثة اختبارا تحصيليا بوحدة الهندسة والقياس بالصف السادس الابتدائي، ومقياسا لمهارات القرن الحادي والعشرين. وکانت من نتائج البحث وجود فرق ذي دلالة إحصائية بين متوسطي رتب درجات تلاميذ المجموعة التجريبية والضابطة في التطبيق البعدي للاختبار التحصيلي بمستوياته (الأول – الثاني –الثالث) والمستويات ککل لصالح المجموعة التجريبية، کما يوجد فرق ذو دلالة إحصائية بين متوسطى رتب درجات المجموعة التجريبية والضابطة في التطبيق البعدي لمقياس مهارات القرن الحادي والعشرين بمهاراته (التفکير العليا – التواصل – الثقافة الرقمية – العمل والإنتاج) والمهارات ککل لصالح المجموعة التجريبية. The present study aimed at investigating the effectiveness of a proposed program based on learning stations in developing achievement and 21 century skills of sixth grade mentally superlatives primary stage pupils with mathematical learning disabilities. The sample of the study was selected after implementing some diagnostic tests such as: Outies and Lennon's general mental ability test and Battery of learning disabilities diagnostic scale. The sample of the study contained (12) male/female pupils. They were divided into experimental and control groups. The experimental group pupils studied using the proposed program while the control group studied using the traditional methods. The researcher implemented an achievement test about the geometry unit in the student book of sixth grade primary stage. The results of the study were that there were statistically significant differences between the mean ranks of the experimental group's scores and those of the control group in the post-administration of achievement test in overall and each mental level ( first, second, and third) in favor of the experimental group. Also, there were statistically significant differences between the mean ranks of the experimental group's scores and those of the control group in the post-administration of 21 century skills scale in overall and each skill (high mental skills, communication skills, digital knowledge, work and production skills) in favor of the experimental group.

The underlying structure of visuospatial working memory in children with mathematical learning disability.

This study examined visual, spatial-sequential, and spatial-simultaneous working memory (WM) performance in children with mathematical learning disability (MLD) and low mathematics achievement (LMA) compared with typically developing (TD) children. Groups were matched on reading decoding performance and verbal intelligence. Besides statistical significance testing, we used bootstrap confidence interval estimation and computed effect sizes. Children were individually tested with six computerized tasks, two for each visuospatial WM subcomponent. We found that both MLD and LMA children had low visuospatial WM function in both spatial-simultaneous and spatial-sequential WM tasks. The WM deficit was most expressed in MLD children and less in LMA children. This suggests that WM scores are distributed along a continuum with TD children achieving top scores and MLD children achieving low scores. The theoretical and practical significance of findings is discussed. Statement of Contribution What is already known on this subject? Working memory plays an important role in mathematical achievement. Children with mathematical learning disability (MLD) usually have low working memory resources. Conflicting results have been reported concerning the role of VSWM in individuals with MLD. What the present study adds? Children with different degree of impairment in math achievement and typically developing children were tested. Visual, spatial-sequential, and spatial-simultaneous working memory tasks were examined. Only spatial-sequential and spatial-simultaneous working memory tasks discriminated the two impairments groups.

Transcranial random noise stimulation and cognitive training to improve learning and cognition of the atypically developing brain: A pilot study

Learning disabilities that affect about 10% of human population are linked to atypical neurodevelopment, but predominantly treated by behavioural interventions. Behavioural interventions alone have shown little efficacy, indicating limited success in modulating neuroplasticity, especially in brains with neural atypicalities. Even in healthy adults, weeks of cognitive training alone led to inconsistent generalisable training gains, or “transfer effects” to non-trained materials. Meanwhile, transcranial random noise stimulation (tRNS), a painless and more direct neuromodulation method was shown to further promote cognitive training and transfer effects in healthy adults without harmful effects. It is unknown whether tRNS on the atypically developing brain might promote greater learning and transfer outcomes than training alone. Here, we show that tRNS over the bilateral dorsolateral prefrontal cortices (dlPFCs) improved learning and performance of children with mathematical learning disabilities (MLD) during arithmetic training compared to those who received sham (placebo) tRNS. Training gains correlated positively with improvement on a standardized mathematical diagnostic test, and this effect was strengthened by tRNS. These findings mirror those in healthy adults, and encourage replications using larger cohorts. Overall, this study offers insights into the concept of combining tRNS and cognitive training for improving learning and cognition of children with learning disabilities.

Supporting children with mathematics learning difficulties: Outcomes of an intervention program

At least 20% of adults have very low numeracy (Bynner & Parsons, 1997) and about 5-8% of the population has severe specific Mathematical Learning Disabilities (Butterworth, Varma & Laurillard, 2011). Failure to acquire basic mathematical skills may have serious life-long consequences. Thus, it is important to find ways of enabling children with MLD to acquire numeracy skills. The present study involved 10 children in Grade 3 (7 to 8 years old), identified by their teachers as struggling with mathematics. They were assessed using the Dynamo Assessment, which provides a profile of strengths and weaknesses in important components of mathematics. Five children acted as controls, while the other five followed the Dynam Intervention programme. The intervention lasted for eight weeks. All the children were subsequently re-assessed using Dynamo Assessment. The profiles of the children who had undergone intervention showed improvement in most components, while the control group did not.Keywords: Mathematical learning difficulties,grade 3,Dynamo Intervention,Dynamo Assessment.

A Systematic Review of Longitudinal Studies of Mathematics Difficulty

Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span). Our primary goal was to conduct a systematic review of these studies and to understand whether the growth of students with math difficulty was comparable or stagnant when compared with that of students without math difficulty. We also analyzed whether identification of math difficulty was predictive of mathematics achievement in later grades and whether a diagnosis of math difficulty was stable across grade levels. Results indicate that students with math difficulty demonstrate growth on mathematics measures, but this growth still leads to lower performance than that of students without math difficulty. Identification of math difficulty is strongly related to math performance in subsequent grades, and this diagnosis is often stable. Collectively, this literature indicates that students with math difficulty continue to struggle with mathematics in later grades.

The Effectiveness of Interactive Multimedia in Mathematic Learning: Utilizing Power Points for Students with Learning Disability

The fact shows that students with learning disability need media of learning mathematics. The purpose of this study was to (1) develop interactive learning multimedia of power point, and (2) examine the effectiveness of power point in mathematics learning. The sample was a group of students in elementary school in Ngawi, East Java, Indonesia, especially those with learning disability. This study was a research and development comprising three stages: preliminary study, product development, and testing the effectiveness of the product. The data were collected through questionnaires, interviews and tests, then analyzed by descriptive qualitative, and t-test was to analize the effect of the product. In the development stage, the result showed that Experts validation is high as indicated by the mean score of 4.50 for the learning material, and the mean score of 4.44 for quality of the multimedia. The trial results showed that the quality of multimedia was very good as indicated by the mean score of 4.32. In term of the effectiveness of the product, the result from the t-test shows an increase of 14.27 (21.88%). This means that the interactive learning multimedia of power point improves the achievement of mathematic learning for students with learning disability in mathematics.

The Error Pattern of Students with Mathematics Learning Disabilities in the Inclusive School on Fractions Learning

This study examines the error pattern of students with mathematics learning disabilities when they learn fractions. This research uses a qualitative approach. The respondents are 23 students of the 7 th graders in the inclusive school. The data are collected through student tests, class observations, and teacher interviews. The grounded theory with the constant comparison is conducted to the data analysis. There are four similar error patterns: (1) a lack of understanding of fraction representation; (2) a lack of understanding of fraction comparisons; (3) a mistake in applying the common denominator approach to the fraction addition operation; (4) a mistake in applying the procedure of fraction multiplication operation. The results of this study can be used by the teachers as a guideline when teaching fractions to students in inclusive schools. https://doi.org/10.26803/ijlter.18.3.5

Mathematics, anxiety, and the brain.

Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

Technology Instruction For Children With Learning Disabilities In Mathematics: Teacher’s Views

The purpose of this paper is to examine the perspective of teachers regarding mathematics instruction for children with learning disabilities. For this purpose, a semi-structured interview was conducted with teachers who teach mathematics to children with learning disabilities. The participants of this study are three educators who teach children with learning disabilities. A qualitative strategy approach is used in this study using case studies. Information was acquired from interviews, document reviews and Brainstorming. The method of analysis involves the data transcription process, construction of themes, theme coding and displaying. The results of the research is analysed and recommendation for future research is stated. Intervention for children with Learning Disabilities is a challenge for both teachers and parents. Children with Learning Disabilities require special instructions in order to succeed and technology can help children depends on situation and teaching style.

Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability

Students with disabilities present a unique instructional design challenge. These students often have qualitatively different ways of processing information, meaning that standard instructional approaches may not be effective. In this study I present a case study of a student with a mathematical learning disability for whom standard instruction on fractions had been ineffective. With regard to theory, I draw on Lev Vygotsky’s framing of disability and then use Anna Sfard’s conceptualization of mathematics as a discourse to design a fraction re-mediation that provided a bridge from the student’s discourse to the canonical mathematics discourse. This bridging discourse was used in 5 videotaped re-mediation sessions with the case study student. A fine-grained analysis of the re-mediation sessions traced the ways in which the student’s discourse shifted over time, which enabled her to solve problems she had previously been unable to solve. This study provides a proof of concept for reconceptualizing remediation and illustrates the potential utility of a bridging discourse to help students who have a history of failure gain access to the canonical mathematics discourse and content.

Upshot of Music-Blended Teaching on Anxiety, Interest and Performance of Students with Mathematics Learning Disability

Music is concerned with the physical and emotional wellbeing of any human being. Listening to pleasant music in the background while doing an arduous task can make it seem so much easier, or in some cases, music may not increase positive attitude, but will ease the strain of an activity. This study assessed whether music blended teaching helps the learners who face difficulties while learning mathematics. The sample consisted of 42 students identified with mathematics learning disability. The experimental group was taught mathematics with violin instrumental music played in the background of the Mathematics classroom. The control group was taught through conventional teaching. The treatment lasted for 44 days, 45 minutes per day. For collection of relevant data, the investigator used two standardised tools namely, Coloured Progressive Matrices (CPM) and PrWi’s Mathematical Ability Test (PMAT). The self-made tools were: Mathematics Achievement Test (MAT), Scale on Interest in Mathematics (SIM) and Mathematics test Anxiety Scale (MAS). The pre and post-test analyses disclosed that the experimental group students exhibit lesser mathematics test anxiety in the post-test than the pre-test. In the gain scores it was found that both the control and experimental groups did not show any difference in the achievement, interest and anxiety scores in mathematics. In delayed post-test, the experimental group showed better performance in the learning objective - knowledge than the control group. Also the experimental group students with high level intelligence exhibited better scores in the learning objective – knowledge than the counter parts in control group. No significant difference was found in the delayed post-test in interest and anxiety of both the control and experimental groups. It is also true with regard to the level of intelligence.

Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving

BackgroundThe purpose of this study was to examine the contribution of cognitive functioning to arithmetic problem solving and to explore the cognitive profiles of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD). MethodsThe sample was made up of a total of 90 students of 4th, 5th, and 6th grade organized in three: ADHD (n=30), MLD (n=30) and typically achieving control (TA; n=30) group. Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated. ResultsThe ADHD group’s performance in planning and attention was worse than that of the control group. Children with MLD obtained poorer results than the control group in planning and simultaneous and successive processing. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample. ConclusionsChildren with ADHD and with MLD showed characteristic cognitive profiles. Groups’ problem-solving performance can be predicted from their cognitive functioning.

Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems

Background/aims/methodsThe Concrete-Representational-Abstract (CRA) instructional approach supports students with disabilities in mathematics. Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a learning disability, such as an intellectual disability. This study investigated the effects of using the CRA approach to teach middle school students in a self-contained mathematics class focused on functional-based mathematics to solve making change problems. Researchers used a multiple probe across participants design to determine if a functional relation existed between the CRA strategy and students’ ability to solve making change problems. Procedures/outcomesThe study of consisted of five-to-eight baseline sessions, 9–11 intervention sessions, and two maintenance sessions for each student. Data were collected on percentage of making change problems students solved correctly. Results/conclusionsThe CRA instructional strategy was effective in teaching all four participants to correctly solve the problems; a functional relation between the CRA approach and solving making change with coins problems across all participants was found. ImplicationsThe CRA instructional approach can be used to support students with mild intellectual disability or severe learning disabilities in learning functional-based mathematics, such as purchasing skills (i.e., making change).

Developing mathematics learning set for special-needs junior high school student oriented to learning interest and achievement

This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted) of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1) define, (2) design, (3) develop, and (4) disseminate. The quality of learning set consisting of the following three criterions: (1) validity, (2) practicality, and (3) effectiveness. The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1) the learning set fulfill the valid criteria base on experts’ appraisal; (2) the learning set fulfill the practical criterion base on teacher’s and students’ questionnaire, and observation of learning implementation; (3) the learning set fulfill the effectiveness criterion base on learning interest and achievement.

Numerical magnitude processing impairments in genetic syndromes: a cross-syndrome comparison of Turner and 22q11.2 deletion syndromes.

Cross-syndrome comparisons offer an important window onto understanding heterogeneity in mathematical learning disabilities or dyscalculia. The present study therefore investigated symbolic numerical magnitude processing in two genetic syndromes that are both characterized by mathematical learning disabilities: Turner syndrome and 22q11.2 deletion syndrome (22q11DS). We further verified whether the phenotypic outcomes of these syndromes emerged from the same or different cognitive processes and therefore examined whether numerical impairments were related to working memory deficits, often observed in these syndromes. Participants were 24 girls with Turner syndrome, 25 children with 22q11DS and 48 well-matched typically developing control children. All children completed a symbolic numerical magnitude comparison task and four additional working memory tasks. Both groups of children with genetic syndromes showed similar impairments in symbolic numerical magnitude processing compared to typically developing controls. Importantly, in Turner syndrome, group differences in symbolic numerical magnitude processing disappeared when their difficulties in visual-spatial working memory were taken into account. In contrast, the difficulties in 22q11DS were not explained by poor visual-spatial working memory. These data suggest that different factors underlie the symbolic numerical magnitude processing impairments in both patient groups with mathematical learning disabilities and highlight the value of cross-syndrome comparisons for understanding different pathways to mathematical learning disabilities or dyscalculia.