Numerical and Arithmetical Cognition: Performance of Low- and Average-IQ Children

Hoard, Mary K.; Geary, David C.; Hamson, Carmen O.

doi:10.1080/135467999387324

Cited by 43 publications

(32 citation statements)

References 54 publications

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“…The LA and TA children almost always detected these errors, whereas the children with MLD failed to detect them in 1 of 3 trials. The mediational analysis indicated that the failure of children with MLD to detect these errors was fully mediated by the central executive (Hoard et al, 1999). Overall, it appears that children with MLD understand basic counting concepts as well as TA and LA children, and any difficulties that children with MLD have on counting tasks may be due to working memory failures (Klein & Bisanz, 2000).…”

Section: Mathematical Cognition Deficitsmentioning

confidence: 94%

“…These children also fail to detect errors when the first item is double-counted (i.e., the item is tagged one, two) but detect these double-counts when they occur with the last item. The pattern suggests children with MLD understand one-to-one correspondence but have difficulty retaining a notation of the counting error in working memory (Hoard, Geary, & Hamson, 1999). Poor skill at detecting counting errors may compromise ability to correct these errors and thus result in more errors in situations in which counting is used to solve arithmetic problems.…”

Section: Mathematical Development In Children With Mldmentioning

confidence: 99%

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Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability

et al. 2007

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Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n=15) and low achieving (LA, n=44) were identified. These groups and a group of typically achieving (TA, n=46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M=6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed.

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Section: Mathematical Cognition Deficitsmentioning

confidence: 94%

Section: Mathematical Development In Children With Mldmentioning

confidence: 99%

Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability

et al. 2007

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“…A more consistent finding is that children with MLD, but not LA children, fail to detect errors when the puppet double counts the first object in an array of objects, that is, this single object is tagged “one,” “two”. They detect these double counts when they occur with the last item, indicating they understand one-one correspondence, but have difficulty retaining a notation of the counting error in working memory during the count (Geary et al, 2004; Hoard, Geary, & Hamson, 1999). The forgetting of miscounts is potentially important for children’s learning to use counting to solve arithmetic problems.…”

Section: Mathematical Cognitionmentioning

confidence: 99%

First-grade predictors of mathematical learning disability: A latent class trajectory analysis

Geary

Bailey

Littlefield

et al. 2009

Cognitive Development

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Kindergarten to 3 rd grade mathematics achievement scores from a prospective study of mathematical development were subjected to latent growth trajectory analyses (n = 306). The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in 1 st grade. The children with MLD had general deficits in working memory and IQ, and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits, but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are discussed.About 7% of children and adolescents will experience a substantive learning deficit in at least one area of mathematics (MLD) before graduating from high school (Barbaresi, Katusic, Colligan, Weaver, & Jacobsen 2005;Lewis, Hitch, & Walker, 1994;Ostad, 1998;Shalev, Manor, & Gross-Tsur, 2005), and are accompanied by another 5% to 10% of children and adolescents, and perhaps more, with learning difficulties (for reviews see Dowker, 2005). The latter students have specific difficulties in one more areas of mathematics that are independent of cognitive ability and reading achievement, and in this sense might be considered to have a moderate learning disability in mathematics. It is not known if the factors underlying their difficulties are simply less pervasive or severe as those that appear to underlie MLD or are qualitatively different (e.g., due to poor instruction; Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007;Murphy, Mazzocco, Hanich, & Early, 2007). Thus, we distinguished the two groups and classified the children with moderate difficulties as low achieving (LA), to be consistent with recent studies (e.g., Murphy et al., 2007). Other unresolved issues concern the extent of the grade-to-grade stability of a child's classification as MLD or LA (Silver, Pennett, Black, Fair, & Balise, 1999) and identification of the early risk factors for long-term inclusion in one or the other of these groups (Gersten, Jordan, & Flojo, 2005).We addressed each of these issues using data from a longitudinal, prospective study of children's mathematical learning and learning disability (Geary, in press). Using latent growth David C. Geary, Department of Psychological Sciences, University of Missouri, Columbia, MO 65211-2500, Phone: 573-882-6268, Fax: 573-882-7710, GearyD@Missouri.edu. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscr...

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“…So although there is evidence of how children who struggle in mathematics present normatively and by deficit, there is less evidence of how children who struggle in all aspects of their learning engage with mathematical problems and in particular how knowledge of this engagement can be used by teachers to support learning. Furthermore, there is evidence that children with learning difficulties show similar mathematical performance, in terms of strategy use and learning trajectory, to children without difficulties at a similar stage of mathematical development (Geary, 2004; Gonzalez & Espinel, 2002; Hoard, Geary & Hamson, 1999; Fletcher, Huffman, Bray & Grupe, 1998; Baroody, 1988).…”

Section: Introductionmentioning

confidence: 99%

‘I like it instead of maths’: how pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems

Moscardini¹

2010

British J Special Edu

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Numerical and Arithmetical Cognition: Performance of Low- and Average-IQ Children

Cited by 43 publications

References 54 publications

Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability

Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability

First-grade predictors of mathematical learning disability: A latent class trajectory analysis

‘I like it instead of maths’: how pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems

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