Genetic Syndromes as Model Pathways to Mathematical Learning Difficulties

Mazzocco, Michèle M.M.; Quintero, Andrea I.; Murphy, Melissa M.; McCloskey, Michael

doi:10.1016/b978-0-12-801871-2.00012-5

Cited by 5 publications

(4 citation statements)

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“…Children with very preterm birth (Litt et al, 2010; Taylor et al, 2000) and Fragile X syndrome (Mazzocco, Quintero, Murphy, & McCloskey, 2016) demonstrate difficulties with visual-spatial skills and working memory for example which have been shown to be related to mathematical achievement in these populations. Of importance is the suggestion that there may be particularly strong relationships between math achievement and neurocognitive skills such as working memory (Peng et al, 2015) in individuals with MLD and a co-occurring neurodevelopmental disorder.…”

Section: Mathematical Development In Children With Neurodevelopmentalmentioning

confidence: 99%

Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention

Raghubar

Barnes

2016

The Clinical Neuropsychologist

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Objectives: The goals are to 1) provide a review of the typical and atypical development of early numeracy; 2) present what is known about the neurocognitive underpinnings of early numeracy; and 3) discuss the implications for early assessment and intervention. Method: Studies on the development of typical and atypical early numeracy are reviewed with a particular focus on longitudinal findings including those from our work on spina bifida myelomeningocele. Implications of this research for assessment are presented. The paper ends with a discussion of early math interventions. Results: Learning to count, identify numbers, and compare and manipulate quantities are key early numeracy skills. These are powerful predictors of school-age mathematical learning and performance. General neurocognitive abilities such as working memory and language, are also important for the development of early numeracy. It is recommended that early assessment for risk of mathematical learning difficulties include tests of both early number knowledge and key neurocognitive abilities. Math-specific interventions are most effective for improving early numeracy. There is currently little evidence that training of general cognitive functions transfers to mathematical learning. Conclusion: Understanding the development of early numeracy skills and their neurocognitive predictors offer important insights into early assessment and intervention for children at risk for or with mathematical learning difficulties.

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Section: Mathematical Development In Children With Neurodevelopmentalmentioning

confidence: 99%

Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention

Raghubar

Barnes

2016

The Clinical Neuropsychologist

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“…But it is by no means conclusive: the available data suggest that multiple potential pathways to mathematical success exist, but do not specify precisely what those pathways are. This is evident among children who have mathematical difficulties of known (e.g., Dennis et al, 2009) or unknown etiology (e.g., Geary, 2011Kaufmann et al, 2013), the most easily differentiated of whom have readily classifiable developmental diagnoses such as fragile X syndrome, spina bifida, and 22q deletion syndrome (De Smedt, Swillen, Verschaffel, & Ghesquière, 2009;Mazzocco, Quintero, Murphy, & McCloskey, 2016). Some group differences, while disorder-specific, may provide models for variation in the general public if origins for and mechanisms underlying different pathways and trajectories were well understood.…”

Section: Charting Developmental Trajectories and Their Interactionsmentioning

confidence: 99%

“…For instance, mathematical performance remains comparatively unimpaired in children with 22qDS when tapping the verbal system (Mazzocco et al, 2016), but not when engaging in nonverbal tasks. In contrast, whereas children with spina bifida meningomyelocele show delayed counting principles in early childhood and poor numeracy across the lifespan, their mathematical fact retrieval performance is not correlated with presence or absence of a learning disability (English, Barnes, Taylor, & Landry, 2009) but rather with level of fine motor skills (Barnes et al, 2006).…”

Section: Charting Developmental Trajectories and Their Interactionsmentioning

confidence: 99%

Challenges in mathematical cognition: A collaboratively-derived research agenda

et al. 2016

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This paper reports on a collaborative exercise designed to generate a coherent agenda for research on mathematical cognition. Following an established method, the exercise brought together 16 mathematical cognition researchers from across the fields of mathematics education, psychology and neuroscience. These participants engaged in a process in which they generated an initial list of research questions with the potential to significantly advance understanding of mathematical cognition, winnowed this list to a smaller set of priority questions, and refined the eventual questions to meet criteria related to clarity, specificity and practicability. The resulting list comprises 26 questions divided into six broad topic areas: elucidating the nature of mathematical thinking, mapping predictors and processes of competence development, charting developmental trajectories and their interactions, fostering conceptual understanding and procedural skill, designing effective interventions, and developing valid and reliable measures. In presenting these questions in this paper, we intend to support greater coherence in both investigation and reporting, to build a stronger base of information for consideration by policymakers, and to encourage researchers to take a consilient approach to addressing important challenges in mathematical cognition.

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“…We chose these populations to avoid redundancy with Mazzocco et al (2016) and to examine different aspects of what is called "atypical visuo-spatial processes": the absence of purely visuo-spatial processes associated to blindness, the neglect of one hemispace in hemineglect and weak or deficient visuo-spatial processes in people with NVLD and WS. After specifying the atypical spatial processes specific to each population, we will explore whether these atypical spatial processing may alter the cognitive representation of numbers and the foundations of mathematical abilities (subitizing, counting, estimation, and calculation).…”

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confidence: 99%

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

Crollen¹,

Collignon²,

Noël³

2017

J. Numer. Cogn.

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In the past few years, the role of both domain-specific and domain-general factors on numerical development and mathematics achievement has been debated. In this paper, we focus on the role of visuo-spatial processes. We will more particularly review the numerical abilities of populations presenting atypical visuo-spatial processes: individuals with blindness, hemineglect, children presenting low visuo-spatial abilities, non-verbal learning disorder or Williams syndrome. We will show that math abilities of each population are relatively unique and are not necessarily associated with generalized math impairment. We will show that a better understanding of the strengths and weaknesses of each population gives further insights into our conceptual understanding of the development of numerical cognition. We will finally demonstrate how the comparison across disorders can impact on practical rehabilitation and educational strategies.Keywords: number, space, blindness, hemineglect, NVLD, Williams syndrome Journal of Numerical Cognition, 2017, Vol. 3(2), 344-364, doi:10.5964/jnc.v3i2.44 Received: 2016-05-10. Accepted: 2017-04-13. Published (VoR): 2017-12-22.Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: Centre for Mind/Brain Science, University of Trento, Corso Bettini, 31, 38068 Rovereto, This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Over the past years, converging lines of evidence suggested that our representation of number is intrinsically linked to the way we represent other, non-numerical magnitude dimensions. Meck and Church (1983) were the first to speculate about a unique functional mechanism (the accumulator model) that supports numerosity and duration processing. This model was later extended by A Theory Of Magnitude (ATOM; Bueti & Walsh, 2009;Walsh, 2003) that conjectures the existence of a central magnitude system for the processing of numerosity, space and time. At the neurofunctional level, brain areas located along the right intraparietal sulcus (IPS) were accordingly shown to be involved in numerosity, length and duration discrimination (e.g., Bueti & Walsh, 2009;Cohen Kadosh et al., 2005;Dormal, Dormal, Joassin, & Pesenti, 2012;Dormal & Pesenti, 2009). At the behavioral level, several studies demonstrated similarities across different magnitude systems. Discriminating numerosities, surface areas and durations for example leads to similar patterns of performance in babies (Brannon, Lutz, & Cordes, 2006;de Hevia, Izard, Coubart, Spelke, & Streri, 2014;Lourenco & Longo, 2010;vanMarle & Wynn, 2006;Xu & Spelke, 2000; for a review, see Feigenson, 2007). And various similaritie...

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Genetic Syndromes as Model Pathways to Mathematical Learning Difficulties

Cited by 5 publications

References 124 publications

Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention

Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention

Challenges in mathematical cognition: A collaboratively-derived research agenda

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

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