The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

Lin, Xin; Peng, Peng; Luo, Hongjing

doi:10.1177/0731948719865499

Cited by 8 publications

(11 citation statements)

References 47 publications

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“…More alarming, limited understanding of fractions is especially prevalent among students with mathematics difficulty (MD), who also experience challenges with whole‐number concepts and operations (Barbieri et al., 2020). In addition to difficulty with fractions, researchers have also reported students with MD exhibit difficulties in understanding and applying mathematics vocabulary (Forsyth & Powell, 2017; Lin et al., 2021). For instance, Forsyth and Powell (2017) revealed that fifth graders with the lowest computation scores demonstrated the lowest performance on a mathematics vocabulary measure.…”

Section: Interventions To Improve Mathematics Vocabularymentioning

confidence: 99%

Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4

Lin,

Powell

2023

Learning Disabilities Research & Practice

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This quasi‐experimental study was designed to investigate the initial efficacy of a fraction‐vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty‐three students were assigned to either the intervention condition (n = 16) or a business‐as‐usual comparison condition (n = 17). The intervention occurred 3 sessions per week for 4 weeks, for a total of 11 sessions. Results indicated the main effect of the fraction‐vocabulary intervention was significant for fraction‐vocabulary posttest and one fraction competency—fraction arithmetic. That is, students with MD can successfully learn fraction vocabulary via a brief intervention, and improved fraction‐vocabulary knowledge may positively affect their fraction competencies.

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Section: Interventions To Improve Mathematics Vocabularymentioning

confidence: 99%

Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4

Lin,

Powell

2023

Learning Disabilities Research & Practice

Self Cite

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“…However, that study has some limitations, including the ceiling effects for some measures and the use of cross-sectional data. Another study (Lin et al, 2021) looked at the profiles of computational challenges and word problem-solving difficulties among Chinese students across a variety of skills, including domain-general (e.g., WM, nonverbal reasoning) and domain-specific cognitive (e.g., numerical facts retrieval, mathematics vocabulary) factors. Mathematics vocabulary was found to be the most reliable marker for different types of mathematics difficulties, but it is also cross-sectional, and mathematics measures developed in the United States might not be very suitable in China because they may not fully reflect the mathematics knowledge covered in China (Lin et al, 2021).…”

Section: Contributions Of Domain-specific and Domain-general Abilitie...mentioning

confidence: 99%

What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening

Zhang

2022

J Learn Disabil

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Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future.

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“…Nonetheless, we can reliably identify students who perform weaker in mathematics than their peers and show difficulties in their mathematics learning. In research literature, different cut-off criteria for performance, ranging from 10th to 35th percentile, have been used to identify students at risk for or having mathematical learning difficulties (MLD) (e.g., Kroesbergen & van Dijk, 2015;Lin et al, 2021;. A wide cut-off range used for the definition of MLD leads to an inclusion of a variety of performance within MLD; the lower end showing more severe difficulties than the upper end.…”

Section: Introductionmentioning

confidence: 99%

Predicting Mathematical Learning Difficulties Status: The Role of Domain-Specific and Domain-General Skills

Mononen¹,

Niemivirta²,

Korhonen³

2022

iejee

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This study investigated which domain-specific and domain-general skills measured at grade 1 predict mathematical learning difficulties (MLD) status at grade 3. We used different cut-off criteria and measures of mathematics performance for defining the MLD status. Norwegian children’s (N = 206) numeracy, cognitive, and language skills were measured at grade 1 and arithmetic fluency and curriculum-based mathematics (CBM) at grade 3. Logistic regression analyses showed that symbolic numerical magnitude processing, verbal counting, and rapid automatized naming predicted MLD25 status (performance ≤ 25th percentile) based on arithmetic fluency, whereas verbal counting skills and nonverbal reasoning predicted the status based on CBM. The same predictors were found for MLD10 status (performance ≤ 10th percentile), and in addition, rapid automatized naming also predicted the status based on CBM. Only symbolic numerical magnitude processing and verbal counting predicted LOW status (performance between 11–25th percentile) based on arithmetic fluency, whereas nonverbal reasoning and working memory predicted LOW status based on CBM. Different cut-off scores and mathematics measures used for the definition of MLD status are important to acknowledge, as these seem to lead to relatively significant variation in which students are identified as having MLD and which factors contribute to the MLD status.

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The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

Cited by 8 publications

References 47 publications

Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4

Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4

What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening

Predicting Mathematical Learning Difficulties Status: The Role of Domain-Specific and Domain-General Skills

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