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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities.

H Hellstrand1, S Holopainen2, J Korhonen1

  • 1Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland.

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|June 26, 2024
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Summary

Number processing skills accurately identify students with mathematical learning disabilities (MLD) and low achievement (LA). This study emphasizes assessing both number skills and arithmetic fluency for effective MLD identification in students.

Keywords:
Arithmetic fluencyDyscalculia screenerMathematical learning disabilitiesNumber processing skillsNumerical skills

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Area of Science:

  • Educational Psychology
  • Neuroscience of Learning
  • Developmental Psychology

Background:

  • Students with mathematical learning disabilities (MLD) exhibit deficits in number processing and arithmetic fluency.
  • Current identification of MLD primarily relies on arithmetic fluency, potentially overlooking crucial number processing skill differences.
  • Number processing skills are proposed as key differentiators between MLD and low achievement (LA).

Purpose of the Study:

  • To evaluate the accuracy of number processing skills in identifying students with MLD and LA.
  • To determine if the classification accuracy of number processing skills differs across grade levels (Grades 3-9).
  • To compare the predictive power of number processing skills for MLD versus LA.

Main Methods:

  • Utilized data from 18,405 students (Grades 3-9).
  • Employed the Functional Numeracy Assessment - Dyscalculia Battery (FUNA-DB), an online screener assessing number processing and arithmetic fluency.
  • Applied confirmatory factor analyses and receiver operating characteristics (ROC) curve analyses.

Main Results:

  • Confirmatory factor analyses confirmed a two-factor structure for the FUNA-DB, invariant across demographics and grade levels.
  • Number processing skills demonstrated fair classification accuracy for both MLD and LA across all grade levels.
  • Classification accuracy was higher for predicting MLD (cut-off < 5%) than for LA (cut-off < 25%).

Conclusions:

  • Number processing skills are valuable for identifying students with MLD and LA.
  • Accurate identification of MLD necessitates the assessment of both number processing abilities and arithmetic fluency.
  • These findings support a more comprehensive approach to diagnosing mathematical learning disabilities.