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Mathematical thinking in second-grade children with different forms of LD.

N C Jordan1, L B Hanich

  • 1University of Delaware, School of Education, Newark 19716, USA. njordan@udel.edu

Journal of Learning Disabilities
|October 22, 2004
PubMed
Summary

Children with both math and reading difficulties struggle across most math areas. Those with only math difficulties perform worse on complex story problems, indicating distinct learning profiles.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Cognitive Science

Background:

  • Identifying distinct profiles of learning difficulties in children is crucial for targeted interventions.
  • Mathematics and reading difficulties often co-occur, but their specific impact on mathematical thinking requires further investigation.

Purpose of the Study:

  • To differentiate the mathematical thinking abilities of second-grade children with varying profiles of mathematics and reading achievement.
  • To investigate whether children with mathematics difficulties (MD) and co-occurring reading difficulties (MD/RD) exhibit different patterns of mathematical deficits compared to children with MD only.

Main Methods:

  • Classified 49 second-grade children into four groups: MD only, MD/RD, RD only, and normal achievement (NA) based on standardized test performance.

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  • Assessed mathematical thinking across number facts, story problems, place value, and written calculation using a series of tasks.
  • Compared performance across groups using statistical analyses.

    • Main Results:

    • Children with MD/RD performed significantly worse than NA children in most mathematical areas.
    • Children with MD only showed deficits primarily in complex story problems compared to NA children.
    • The MD-only group outperformed the MD/RD group in story problems and written calculation, highlighting distinct profiles.

    Conclusions:

    • The subgroup of children with both mathematics and reading difficulties (MD/RD) presents with pervasive mathematical thinking deficits.
    • Children with mathematics difficulties only (MD only) exhibit more specific deficits, particularly in problem-solving.
    • These findings underscore the importance of distinguishing between MD/RD and MD-only subgroups for effective educational support.