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Mathematical learning difficulties and PASS cognitive processes.

Evelyn H Kroesbergen1, Johannes E H Van Luit, Jack A Naglieri

  • 1Department of Special Education, Utrecht University, The Netherlands. E.H.Kroesbergen@fss.uu.nl

Journal of Learning Disabilities
|October 21, 2004
PubMed
Summary

Students with mathematical learning difficulties (MLD) show cognitive weaknesses in planning and successive processing. A multiplication intervention

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Mathematical learning difficulties (MLD) are prevalent and impact academic success.
  • Understanding the cognitive underpinnings of MLD is crucial for targeted interventions.
  • The Planning, Attention, Simultaneous, and Successive (PASS) theory offers a framework for cognitive processing.

Purpose of the Study:

  • To investigate the relationship between MLD and cognitive processes as defined by the PASS theory.
  • To identify distinct cognitive profiles associated with specific MLD subtypes.
  • To examine the effectiveness of a multiplication intervention in relation to cognitive abilities.

Main Methods:

  • Utilized the Cognitive Assessment System (CAS) to measure PASS processes in 267 Dutch students with MLD.

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  • Compared cognitive performance of students with MLD to their peers.
  • Administered a multiplication intervention to 165 students with MLD to assess its efficacy.

    • Main Results:

    • Students with MLD demonstrated lower performance across all CAS scales compared to controls.
    • A significant portion of the MLD group exhibited cognitive weaknesses in planning or successive processing.
    • Distinct PASS cognitive profiles were identified for students with difficulties in basic math facts, automatization, or word-problem solving.
    • The multiplication intervention's effectiveness was consistent across different cognitive profiles within the MLD group.

    Conclusions:

    • MLD is associated with specific cognitive deficits within the PASS framework.
    • Cognitive profiles can differentiate subtypes of MLD.
    • Standard multiplication interventions appear equally effective regardless of underlying cognitive weaknesses in planning or successive processing.