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Updated: Jun 16, 2026
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
Published on: August 28, 2021
Mathematical Disabilities: Reflections on Cognitive, Neuropsychological, and Genetic Components
1University of Missouri.
Learning and Individual Differences
|February 18, 2010
Summary
Significant progress has been made in understanding mathematical learning disabilities. New research identifies number sense deficits and clarifies the roles of working memory and visuospatial skills.
Area of Science:
- Cognitive Psychology
- Neuroscience
- Educational Psychology
Background:
- Mathematical learning disabilities and difficulties have been studied extensively since 1993.
- Initial research focused on procedural and retrieval deficits.
Purpose of the Study:
- To review progress in understanding and remediating mathematical learning disabilities.
- To explore the roles of number sense, visuospatial skills, and working memory.
Main Methods:
- Review of a decade of research and a special issue collection.
- Synthesis of findings on cognitive and neural underpinnings.
Main Results:
- Supported procedural and retrieval deficits; identified a number sense deficit.
- Visuospatial contributions are evident but a core deficit remains elusive.
- Working memory and brain system roles are more complex than previously thought.
Conclusions:
- Substantial advancements in understanding mathematical learning difficulties.
- Further research is needed to fully elucidate all contributing factors and effective interventions.
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