A meta-analysis on mathematical deficits among Chinese children with mathematical learning difficulties

Previous studies have found that children with mathematical learning difficulties (MLD) exhibit mathematical deficiencies consistent with the cognitive deficit theory. However, no research has yet examined and quantified the mathematical deficits in children with MLD. This study aims to synthesize findings on numerical cognition, calculations, fractions/decimals, geometry, and word problems deficits among Chinese children with MLD using a meta-analytic method. A total of 77 studies, including 505 effect sizes, were included. The results indicate that the severity of mathematical deficits among Chinese children with MLD follows this order: calculations (g = -1.70) and fractions/decimals (g = -1.45), word problems (g = -1.33) and numerical cognition (g = -1.25), and geometry (g = -0.79). Future research should focus on distinguishing specific mathematical skills to evaluate and clarify the primary and secondary deficits in children with MLD. This will enhance the targeting of educational interventions, ultimately supporting the improvement of mathematical skills in these children.