Arithmetic Fluency and Number Processing Skills in Identifying Students with Mathematical Learning Disabilities

Abstract

Mathematical learning disabilities (MLD) are typically defined as difficulties in basic numerical skills. It has been suggested that number processing skills (i.e., enumeration and symbolic number comparison) would differentiate low achievement from more severe difficulties in mathematics. This study investigated the accuracy of number processing skills in identifying students with MLD based on arithmetic fluency and whether the classification ability of number processing skills varied as a function of grade level. Participants were 18,405 students (girls = 9,080) from third to ninth grade (9–15 years of age). Students’ basic numerical skills were assessed with an online dyscalculia screener aimed at identifying students with MLD. Confirmatory factor analyses supported a two-factor structure of the screener, with number processing skills and arithmetic fluency as the two factors. The two-factor structure was invariant across language groups, gender, and grade levels. Receiver operating characteristics curve analyses indicated that number processing skills are a fair classifier of MLD status across grade levels three to nine. The classification accuracy of number processing skills was better when predicting MLD (cut-off < 5%) compared to low achievement (cut-off < 25%) status. Results highlight the need to measure both number processing and arithmetic fluency when identifying students with MLD.

School Well-Being Profiles Among Elementary School Students – Stability and Relations to Academic Performance

“…Each task started with instructions, practice tasks with feedback, and practice tasks without feedback (4-5 items) before the actual task. The screener is targeted at students aged 9-16 and is generally used to identify students at risk for mathematical learning difficulties (for more detailed information about the measure see Hellstrand et al, 2023). In this study, the tasks that measure arithmetic fluency (arithmetic reasoning [alpha = .87], single-digit addition [alpha = .96], single-digit subtraction [alpha = .96], multi-digit addition, and subtraction [Spearman-Brown split-half reliability = .94]) were used to operationalize students' math performance.…”