Computational skills, working memory, and conceptual knowledge in older children with mathematics learning...

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neuroscience

Background:

• Mathematics learning disabilities (MLD) significantly impact academic achievement.
• Understanding the specific cognitive underpinnings of MLD in multiplication is crucial for effective intervention.
• Previous research highlights difficulties in number sense and calculation, but specific deficits in multiplication remain an area for detailed investigation.

Purpose of the Study:

• To investigate the multiplication knowledge and skills of late elementary students with MLD.
• To compare students with MLD to typically achieving, low-achieving, and ability-matched peers.
• To examine the roles of computational skill, working memory, and conceptual knowledge in MLD.

Main Methods:

• Assessed multiplication fact mastery, calculation fluency, working memory, and conceptual knowledge.
• Utilized multiple measures to evaluate different facets of mathematical ability.
• Compared performance across four groups: students with MLD, typically achieving peers, low-achieving peers, and ability-matched younger children.

Main Results:

• Children with MLD demonstrated poor multiplication fact mastery and calculation fluency.
• General working memory deficits were identified in students with MLD compared to typically achieving peers.
• Students with MLD were slower in executing backup computational procedures.
• The performance profile of children with MLD closely matched that of younger, ability-matched children.

Conclusions:

• Difficulties in computational skills and working memory are likely contributors to mathematics learning disabilities.
• MLD in multiplication may manifest as a significant delay in skill acquisition, comparable to younger children.
• Findings have implications for refining diagnostic criteria and developing targeted remediation strategies for MLD.