Arithmetical Difficulties and Low Arithmetic Achievement: Analysis of the Underlying Cognitive Functioning

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neuroscience

Background:

• Arithmetical difficulties impact academic success.
• Understanding cognitive underpinnings is crucial for intervention.
• Early identification of predictors aids targeted support.

Purpose of the Study:

• Analyze cognitive functioning in students with arithmetical difficulties.
• Identify predictors of arithmetic achievement in primary education.
• Compare cognitive profiles of students with mathematical learning disability, low achievement, and typical achievement.

Main Methods:

• Assessed 165 Spanish primary students across three competence groups (MLD, LA, TA).
• Evaluated domain-general abilities (working memory, PASS cognitive processes) and numerical competence (counting, number processing).
• Utilized hierarchical regression analysis to determine predictors of arithmetical performance.

Main Results:

• Students with mathematical learning disability (MLD) performed significantly worse than low achievers (LA) in number writing, reading, transcoding, place value comprehension, and coding skills.
• Simultaneous coding (β = .47) and number processing (β = .23) emerged as significant predictors of arithmetical performance.
• A specific developmental sequence in numerical skills was observed in both MLD and LA groups.

Conclusions:

• Cognitive factors, particularly simultaneous coding and number processing, are critical for arithmetic achievement.
• Targeted interventions focusing on these cognitive skills may improve outcomes for students with arithmetical difficulties.
• Further research into developmental sequences can inform educational strategies.