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Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning
Annalisa Guarini1, Valentina Tobia2, Paola Bonifacci1
1University of Bologna, Bologna, Italy.
Insights
Very preterm children exhibit distinct mathematical learning difficulties, differing from those with specific learning disabilities. Early identification via eye-tracking in preterm follow-up programs is recommended.
Area of Science:
- Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Mathematical difficulties are noted in very preterm children, but their underlying mechanisms are unclear.
- These difficulties may stem from different origins compared to specific learning disabilities.
Purpose of the Study:
- To compare mathematics skills and cognitive profiles of very preterm children, children with learning disabilities, and typically developing children.
- To investigate the origins of mathematical difficulties in very preterm children.
Main Methods:
- Standardized tests, experimental tasks, and eye-tracking measures were used.
- 103 Italian-speaking fourth and fifth graders participated.
- Symbolic/nonsymbolic magnitude comparisons, number knowledge, calculation, and cognitive skills were assessed.
Main Results:
- Very preterm children showed delayed number knowledge, slower nonsymbolic comparison reaction times, and atypical gaze patterns (more, shorter fixations).
- Their mathematical profile differed from children with specific learning disabilities.
- Children with learning disabilities had more severe calculation impairments and slower symbolic comparisons than very preterm children.
Conclusions:
- Very preterm children's mathematical difficulties have unique characteristics.
- Eye-tracking can aid in preterm follow-up and tailored interventions.
- Interventions should address specific deficits identified in very preterm children's mathematical development.
Abstract:
Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools, experimental tasks, and eye-tracker measures. We assessed symbolic and nonsymbolic magnitude comparisons, number knowledge, calculation, as well as cognitive skills of 103 Italian-speaking fourth and fifth graders. Compared to typically developing peers, very preterm children showed delays in number knowledge, slower reaction times in nonsymbolic magnitude comparisons, and an atypical gaze exploration characterized by more and shorter fixations that lacked a target preference. The profile of mathematics skills of very preterm children appeared different from that of children with learning disability. Although both populations showed mainly preserved cognitive skills and slower reaction times in nonsymbolic magnitude comparisons, children with specific learning disability showed more severe impairments in calculation and were slower in symbolic magnitude comparisons, compared to very preterm children. Including eye-tracking measures in preterm follow-up programs and planning tailored interventions are recommended.
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