Subtypes of Mathematical Difficulties and Their Stability

Autor/inn/en	Chan, Winnie Wai Lan; Wong, Terry Tin-Yau
Titel	Subtypes of Mathematical Difficulties and Their Stability
Quelle	In: Journal of Educational Psychology, 112 (2020) 3, S.649-666 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000383
Schlagwörter	Mathematics; Learning Problems; Elementary School Students; Profiles; Mathematics Skills; Number Systems; Attention Control; Short Term Memory; Foreign Countries; Grade 1; Grade 2; Hong Kong; Raven Progressive Matrices; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Mathematik; Lernproblem; Charakterisierung; Profilanalyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number system; Zahlensystem; Aufmerksamkeitstest; Kurzzeitgedächtnis; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Hongkong
Abstract	Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover whether children may move in or out of these subtypes over time. This study set out to identify the subtypes of mathematical difficulties as well as their stability. Using cluster analyses, we discovered 5 distinctive subtypes among children with mathematical difficulties over the first 2 years of elementary school: the number sense deficit subtype, the numerosity coding deficit subtype, the symbolic deficit subtype, the working memory subtype, and a mild difficulty group. These subtypes showed moderate stability. While some subtypes appeared to be somewhat stable over time, some developed into another profile of deficits and still some emerged only at later points in the development. Understanding the cognitive profiles of different subtypes of mathematical difficulties can better help researchers and educators to devise intervention strategies that build on what the children are able to do and improve what they are still struggling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01