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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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Mathematics deficiencies in children with very low birth weight or very preterm birth

H Gerry Taylor1, Kimberly Andrews Espy, Peter J Anderson

  • 1Department of Pediatrics, Case Western Reserve University, Rainbow Babies and Children's Hospital, University Hospitals of Cleveland, 11100 Euclid Ave, Cleveland, OH 44106-6038, USA. hgt2@case.edu

Developmental Disabilities Research Reviews
|February 13, 2009
PubMed

Insights

Children born very preterm or with very low birth weight experience more mathematics disabilities. These difficulties persist even without global cognitive issues and are linked to other learning challenges.

Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Pediatrics

Background:

  • Children with very low birth weight (VLBW) or very preterm birth (VPTB) exhibit higher rates of mathematics disabilities (MD) and mathematics learning disabilities (MLD).
  • These MD occur even in children without global cognitive or neurosensory impairments and with controlled IQ.
  • MD in VLBW/VPTB children are associated with other learning problems, perceptual-motor weaknesses, and executive function deficits.

Purpose of the Study:

  • To investigate the prevalence and characteristics of mathematics disabilities in children born with VLBW or VPTB.
  • To explore the relationship between VLBW/VPTB, cognitive factors, and mathematics achievement.
  • To identify potential neuropsychological and neuropathological correlates of MD in this population.

Main Methods:

  • Comparative analysis of mathematics outcomes between VLBW/VPTB children and normal birth weight (NBW) term-born children.
  • Assessment of cognitive status, neurosensory function, and IQ in the studied groups.
  • Review of existing literature on MLD in neurodevelopmental disorders and learning disabilities.

Main Results:

  • VLBW/VPTB children demonstrate significantly higher rates of MD and MLD compared to NBW controls.
  • Poorer mathematics outcomes are linked to lower birth weight, gestational age, neonatal complications, and potential brain structure abnormalities.
  • MD are present independently of global cognitive deficits and correlate with other learning and executive function challenges.

Conclusions:

  • VLBW/VPTB represents a significant risk factor for mathematics disabilities.
  • Understanding the specific nature and origins of MD in VLBW/VPTB children is crucial for targeted interventions.
  • Further research into neuropsychological and neuropathological factors is needed to elucidate the mechanisms underlying these difficulties.

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