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Updated: Feb 3, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
Published on: August 28, 2021
Place-value computation in children with mathematics difficulties
Katharina Lambert1, Korbinian Moeller2
1Hector Research Institute of Education Sciences and Psychology, 72072 Tübingen, Germany; LEAD Graduate School & Research Network, University of Tübingen, 72074 Tübingen, Germany.
Abstract:
Recent research has provided initial evidence that children with math difficulties (MD) experience problems in processing place-value information in basic numerical tasks. However, it remains unclear whether these problems generalize to basic arithmetic operations. For instance, multi-digit addition problems with carryover specifically require the computation of place-value information. Yet little is known about the carry effect in children with MD. Therefore, the current study investigated whether problems in processing place-value information among third-grade children with MD (n = 29 9-year-olds) compared with an age-matched control group (n = 50) generalize to two-digit addition. The results indicate an increased carry effect for response latencies and error rates in children with MD. These findings suggest that deficits in processing place-value information among children with MD generalize to place-value computations in multi-digit arithmetic. Potential contributions of strategy use and working memory for difficulties in processing place-value information are discussed.
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