Development of number line representations in children with mathematical learning disability.

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 Neuropsychol

authors

Geary DC,Hoard MK,Nugent L,Byrd-Craven J

doi

10.1080/87565640801982361

subject

Has Abstract

pub_date

2008-01-01 00:00:00

pages

277-99

issue

3

eissn

8756-5641

issn

1532-6942

pii

793094833

journal_volume

33

pub_type

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