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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties.

Kimberly Raghubar¹, Paul Cirino, Marcia Barnes

¹University of Houston.

Journal of Learning Disabilities

|April 22, 2009

Summary

Children with math difficulties make more errors in written computation. Severity of math issues, not reading ability, impacts math fact errors, while poor reading correlates with visual errors.

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Area of Science:

Educational Psychology
Developmental Psychology
Cognitive Neuroscience

Background:

Children with math difficulties often exhibit errors in written computation.
Understanding the cognitive underpinnings of these errors is crucial for targeted interventions.
The interplay between math and reading difficulties in computational error patterns requires further investigation.

Purpose of the Study:

To investigate errors in written multi-digit computation among children with varying math and reading abilities.
To examine the relationship between the severity of math difficulties and specific error types.
To explore the influence of reading status and behavioral inattention on computational errors.

Main Methods:

Comparison of third- and fourth-grade students (n=291) across groups: math and reading difficulties, math difficulties only, reading difficulties only, and no learning difficulties.
Second analysis comparing severe math learning difficulties, low average math achievement, and no learning difficulties.
Analysis of math fact errors, visually based errors, operation switch errors, and procedural bugs, alongside teacher ratings of behavioral inattention.

Main Results:

Math fact errors were associated with the severity of math difficulties, independent of reading status.
Children with poorer reading skills made more visually based errors, irrespective of their math achievement.
Teacher-rated behavioral inattention correlated with overall accuracy, math fact errors, and procedural bugs.

Conclusions:

The severity of math learning difficulties is a primary factor in math fact errors.
Reading difficulties may contribute to visually based computational errors.
Behavioral inattention is linked to reduced accuracy and specific error types in written computation.
Findings inform theories on the cognitive origins of arithmetic errors and the conceptualization of math disabilities.