Quantitative Deficits of Preschool Children at Risk for Mathematical Learning Disability

Frontiers in Psychology

Felicia W. Chu¹ 

关键词: approximate number system;    quantitative knowledge;    mathematics achievement;    learning disability;    dyscalculia;    Title I preschool;    executive control;   

DOI  :  10.3389/fpsyg.2013.00195

学科分类：心理学（综合）

来源: Frontiers

【 摘 要 】

The study tested the hypothesis that acuity of the potentially inherent approximate number system (ANS) contributes to risk of mathematical learning disability (MLD). Sixty-eight (35 boys) preschoolers at risk for school failure were assessed on a battery of quantitative tasks, and on intelligence, executive control, preliteracy skills, and parental education. Mathematics achievement scores at the end of 1 year of preschool indicated that 34 of these children were at high risk for MLD. Relative to the 34 typically achieving children, the at risk children were less accurate on the ANS task, and a one standard deviation deficit on this task resulted in a 2.4-fold increase in the odds of MLD status. The at risk children also had a poor understanding of ordinal relations, and had slower learning of Arabic numerals, number words, and their cardinal values. Poor performance on these tasks resulted in 3.6- to 4.5-fold increases in the odds of MLD status. The results provide some support for the ANS hypothesis but also suggest these deficits are not the primary source of poor mathematics learning.

【 授权许可】

CC BY