Abstract:
:Children with a mathematical learning disability (MLD, n = 19) and low achieving (LA, n = 43) children were identified using mathematics achievement scores below the 11th percentile and between the 11th and 25th percentiles, respectively. A control group of typically achieving (TA, n = 50) children was also identified. Number line and speed of processing tasks were administered in 1st and 2nd grade and a working memory battery in 1st grade. In both grades, the MLD children were less accurate in their number line placements and more reliant on a natural number-magnitude representational system to make these placements than were TA children. The TA children were more reliant on the school-taught linear system in both grades. The performance of the LA children was similar to that of the MLD children in first grade and to the TA children in second. The central executive component of working memory contributed to across-grade improvements in number line performance and to group differences in this performance.
journal_name
Dev Neuropsycholjournal_title
Developmental neuropsychologyauthors
Geary DC,Hoard MK,Nugent L,Byrd-Craven Jdoi
10.1080/87565640801982361subject
Has Abstractpub_date
2008-01-01 00:00:00pages
277-99issue
3eissn
8756-5641issn
1532-6942pii
793094833journal_volume
33pub_type
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