AI Article Synopsis
- The study involved 428 Singaporean children at risk of math learning difficulties (MLD), using a method that analyzed both the amount and type of math skills they struggled with.
- Two distinct groups emerged: one group had widespread challenges across various math skills, while the other was mainly focused on difficulties in arithmetic fluency.
- Factors like reading ability, working memory, and specific numeracy skills helped differentiate the groups, suggesting the need for a more nuanced understanding of MLD beyond just basic numeracy assessments.
Article Abstract
This study recruited 428 Singaporean children at risk of math learning difficulties (MLD; M = 83.9 months, SD = 4.35 months; 41% female). Using a factor mixture model that considered both quantitative and qualitative differences in math ability, two qualitatively different groups were identified: one with generalized difficulties across different math skills and the other with more focal difficulties in arithmetic fluency. Reading, working memory capacity, and numeracy (number line estimation skills and numerical discrimination) uniquely explained group membership. Children within each group differed in the extent of difficulties they exhibited, with numeracy variables differentially contributing to math ability in each group. Findings speak against a dimensional view of MLD and underscore the conceptual limitations of using basic numeracy performance to profile learning difficulties.
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| http://dx.doi.org/10.1111/cdev.13918 | DOI Listing |
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