Distinct neural representational changes following cross-format number tutoring in children with mathematical...

Area of Science:

• Neuroscience
• Developmental Psychology
• Educational Psychology

Background:

• Children with mathematical difficulties (MD) often struggle with symbolic-nonsymbolic quantity representation.
• This foundational skill is crucial for mathematical development and fluency.

Purpose of the Study:

• To evaluate a 4-week personalized cross-format number (CFN) tutoring program for children with MD.
• To investigate the impact of CFN tutoring on numerical and arithmetic fluency.
• To examine neural changes using neural representational similarity (NRS) analysis.

Main Methods:

• A 4-week personalized cross-format number (CFN) tutoring program was administered to children aged 7-10 with MD.
• Numerical and arithmetic fluency were assessed before and after tutoring.
• Neural representational similarity (NRS) analysis was used to compare brain activity patterns.

Main Results:

• CFN tutoring led to significant improvements in numerical and arithmetic fluency in children with MD.
• Deficient cross-format NRS in children with MD was normalized post-tutoring, matching typically-developing (TD) peers.
• Neural plasticity patterns differed: MD children showed increased NRS, while TD children showed decreased NRS.

Conclusions:

• Personalized CFN tutoring is an effective intervention for improving math skills in children with MD.
• Tutoring normalizes neural representations of numerical quantities, particularly in parietal and parahippocampal regions.
• Evidence suggests a nonlinear, skill-dependent neural plasticity in response to targeted interventions.