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Mathematical development in Williams syndrome: A systematic review.

Jo Van Herwegen¹, Victoria Simms²

¹Department of Psychology and Human Development, UCL Institute of Education, UK.

Research in Developmental Disabilities

|February 23, 2020

Summary

Mathematical abilities are impaired in Williams syndrome (WS), a genetic disorder, with significant research gaps. Further investigation is needed to understand the causes and inform educational interventions for individuals with WS.

Keywords:

Mathematics Number development Systematic review Williams syndrome

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Area of Science:

Cognitive Neuroscience
Developmental Psychology
Genetics

Background:

Williams syndrome (WS) is a rare genetic disorder characterized by an uneven cognitive profile.
Mathematical development is complex, involving both domain-specific and domain-general abilities.
Research on mathematical abilities in WS is limited, with unclear research gaps.

Purpose of the Study:

To systematically review and synthesize existing research on mathematical abilities in Williams syndrome.
To identify specific mathematical skills examined in WS research.
To highlight current gaps in the understanding of mathematical development in WS.

Main Methods:

Systematic review of 27 studies across 22 publications.
Identification of research methodologies and assessed mathematical skills.

Main Results:

Most mathematical abilities, excluding simple counting and subitizing, are impaired in WS, aligning with overall mental-age abilities.
Underlying causes of mathematical difficulties in WS remain unestablished.
Studies suggest atypical developmental pathways with increased reliance on verbal abilities but impaired number system understanding.

Conclusions:

Mathematical abilities in WS are under-researched, with a lack of longitudinal studies.
Cognitive mechanisms underpinning mathematical development in WS require further investigation.
An evidence base for interventions and educational practices is currently lacking.