Changes in frontal-parietal activation and math skills performance following adaptive number sense training: Preliminary results from a pilot study

Abstract

Number sense is believed to be critical for math development. It is putatively an implicitly learned skill and may therefore have limitations in terms of being explicitly trained, particularly in individuals with altered neurodevelopment. A case series study was conducted using an adaptive, computerized program that focused on number sense and general problem solving skills was designed to investigate training effects on performance as well as brain function in a group of children with Turner syndrome who are at risk for math difficulties and altered development of math-related brain networks. Standardized measurements of math and math-related cognitive skills as well as functional magnetic resonance imaging (fMRI) were used to assess behavioral and neurobiologic outcomes following training. Participants demonstrated significantly increased basic math skills, including number sense, and calculation as well as processing speed, cognitive flexibility and visual-spatial processing skills. With the exception of calculation, increased scores also were clinically significant (i.e. recovered) based on reliable change analysis. Participants additionally demonstrated significantly increased bilateral parietal lobe activation and decreased frontal-striatal and mesial temporal activation following the training program. These findings show proof of concept for an accessible training approach that may be potentially associated with improved number sense, math and related skills, as well as functional changes in math-related neural systems, even among individuals at risk for altered brain development.

To learn scientifically, effectively, and enjoyably: A review of educational games

“…Without learning sciences research, it is only possible to explain the learning process through the behaviors and characteristics exhibited by the learner. The perspective of educational games research changed from learner characteristics to internal cognition (Kesler, Sheau, Koovakkattu, & Reiss, 2011), which helps us to combine the results of existing researches with the results of learning sciences researches to establish the connection of learner performance and internal cognitive processes and a more scientific understanding of the learning process (Fink et al, 2010; Subramaniam, Kounios, Parrish, & Jung‐Beeman, 2009). This means that educational games research can use brain imaging techniques to explore the functional and structural effects of the human brain, and to discover the relationship between different game factors and human brain changes.…”

A meta‐analysis of math performance in Turner syndrome

“…The primary focus of this review is to facilitate a better understanding of the differences in the observed math and number performances between Turner syndrome and neurotypical groups. As a result, studies reporting reviews of Turner syndrome math and number processing, 8,9,[32][33][34][35][36] comparisons between Turner syndrome and other atypical populations, 37,38 and within-group Turner syndrome comparisons [39][40][41][42][43][44][45] were not included. Furthermore, comparisons were excluded if they did not provide data necessary to calculate both Cohen's d [46][47][48][49][50] and the pooled variance needed for the effect size weighting procedure conducted within the random-effects model.…”

Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability

“…Indeed, pre-test and post-test functional neuroimaging studies have already begun to uncover important neural changes associated with math interventions in participants with dyscalculia [68 • ,69], math anxiety [70 • ], and Turner syndrome (a genetic condition associated with deficits in math skills) [71 • ]. For example, Iuculano and colleagues found that children with DD exhibited aberrant widespread neural activity in prefrontal cortex, the bilateral IPS, regions in the ventral temporal-occipital cortex, and right hippocampus when performing an addition verification task in comparison to typically developing controls.…”

“…These results reveal that a network of brain regions associated with visuo-spatial processing, attention, working memory and basic numerical processes were remediated by the one-on-one tutoring program [68]. Furthermore, children with Turner Syndrome, who received general number sense and executive function training showed significantly increased activity in the parietal cortex and decreased activity in regions located in the prefrontal cortex, hippocampus, and amygdala during complex arithmetic problems following training [71 • ]. These preliminary findings reveal neural changes in the fronto-parietal network associated with improvements for complex arithmetic and suggest that the fronto-parietal shift may be a significant indicator of math fluency and remediation efficacy; however, the specificity of these findings needs to be further examined with relevant control groups.…”