Low performance on mathematical tasks in preschoolers: the importance of domain‐general and domain‐specific abilities

Low performance on mathematical tasks in preschoolers: the importance of domain‐general and... Studies show that between 5% and 10% of school‐aged children experience a substantial deficit in mathematics (Desoete et al. ; Barbaresi et al. ) and that mathematical achievement in school years correlates with educational and financial success later in life (Geary et al. ; Parson & Bynner ). This stresses the importance of investigating the cognitive characteristics of preschool children who are low achievers (LAs) on mathematical tasks, in order to promote early identification of children at risk for mathematical learning disabilities and implement appropriate early educational interventions.Mathematical learning disabilities and low achieversThe term mathematical learning disabilities (MLD) is used to describe a developmental delay or deviance in the acquisition of one or more mathematical functions (Berch & Mazzocco ). Recent studies have explored the cognitive characteristics of MLD children in primary education. Some of these studies used a top‐down approach, examining the cognitive profiles of MLD sub‐groups specified beforehand based on a‐priori assumptions (Jordan et al. ; Murphy et al. ). As a‐priori specified criteria may bias outcomes, other studies have used a data‐driven classification approach to describe the MLD profiles (Bartelet et al. ; Von Aster ). Both types of study emphasise the complexity of establishing the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Intellectual Disability Research Wiley

Low performance on mathematical tasks in preschoolers: the importance of domain‐general and domain‐specific abilities

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
© 2018 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd
ISSN
0964-2633
eISSN
1365-2788
D.O.I.
10.1111/jir.12465
Publisher site
See Article on Publisher Site

Abstract

Studies show that between 5% and 10% of school‐aged children experience a substantial deficit in mathematics (Desoete et al. ; Barbaresi et al. ) and that mathematical achievement in school years correlates with educational and financial success later in life (Geary et al. ; Parson & Bynner ). This stresses the importance of investigating the cognitive characteristics of preschool children who are low achievers (LAs) on mathematical tasks, in order to promote early identification of children at risk for mathematical learning disabilities and implement appropriate early educational interventions.Mathematical learning disabilities and low achieversThe term mathematical learning disabilities (MLD) is used to describe a developmental delay or deviance in the acquisition of one or more mathematical functions (Berch & Mazzocco ). Recent studies have explored the cognitive characteristics of MLD children in primary education. Some of these studies used a top‐down approach, examining the cognitive profiles of MLD sub‐groups specified beforehand based on a‐priori assumptions (Jordan et al. ; Murphy et al. ). As a‐priori specified criteria may bias outcomes, other studies have used a data‐driven classification approach to describe the MLD profiles (Bartelet et al. ; Von Aster ). Both types of study emphasise the complexity of establishing the

Journal

Journal of Intellectual Disability ResearchWiley

Published: Jan 1, 2018

Keywords: ; ; ; ; ;

References

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