TY - JOUR
T1 - Multiplication facts and number sense in children with mathematics learning disabilities and typical achievers
AU - Rotem, Avital
AU - Henik, Avishai
N1 - Funding Information:
This work was conducted as part of the research in the Center for the Study of the Neurocognitive Basis of Numerical Cognition, supported by the Israel Science Foundation (Grant 1799/12 ) in the framework of their Centers of Excellence, and by the European Research Council under the European Union’s Seventh Framework Programme (FP7/2007–2013)/ERC Grant agreement no. 295644 .
Funding Information:
This work was conducted as part of the research in the Center for the Study of the Neurocognitive Basis of Numerical Cognition, supported by the Israel Science Foundation (Grant 1799/12) in the framework of their Centers of Excellence, and by the European Research Council under the European Union's Seventh Framework Programme (FP7/2007?2013)/ERC Grant agreement no. 295644.
Publisher Copyright:
© 2020 Elsevier Inc.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - Two age groups of children with math learning disabilities (MLD) (mean age (years; months): 12;2 [sixth graders], and 13;10 [eighth graders]) and four age groups of typically achieving (TA) children (mean age: 7;8, 8;9, 9;7 and 11;9, for second, third, fourth, and sixth graders, respectively) as well as adults performed a simple multiplication production test. Four aspects of performance were compared: retrieval vs. procedural frequency, accuracy, response times, and error plausibility (implausible errors were defined as either far, five- or parity-rule violating, non-table, or decade inconsistent errors). MLD sixth graders performed similar to TA second graders. MLD eighth graders improved only on easy problems (i.e., problems involving numbers ≤5 and duplicate numbers) and performed similar to TA fourth graders. Number sense development in children with MLD is discussed.
AB - Two age groups of children with math learning disabilities (MLD) (mean age (years; months): 12;2 [sixth graders], and 13;10 [eighth graders]) and four age groups of typically achieving (TA) children (mean age: 7;8, 8;9, 9;7 and 11;9, for second, third, fourth, and sixth graders, respectively) as well as adults performed a simple multiplication production test. Four aspects of performance were compared: retrieval vs. procedural frequency, accuracy, response times, and error plausibility (implausible errors were defined as either far, five- or parity-rule violating, non-table, or decade inconsistent errors). MLD sixth graders performed similar to TA second graders. MLD eighth graders improved only on easy problems (i.e., problems involving numbers ≤5 and duplicate numbers) and performed similar to TA fourth graders. Number sense development in children with MLD is discussed.
KW - Arithmetic facts
KW - Math learning disabilities
KW - Multiplication
KW - Number sense development
UR - http://www.scopus.com/inward/record.url?scp=85079680133&partnerID=8YFLogxK
U2 - 10.1016/j.cogdev.2020.100866
DO - 10.1016/j.cogdev.2020.100866
M3 - Article
AN - SCOPUS:85079680133
VL - 54
JO - Cognitive Development
JF - Cognitive Development
SN - 0885-2014
M1 - 100866
ER -