A Meta-Analysis on the Differences in Mathematical and Cognitive Skills between Individuals with and without Mathematical Learning Disabilities

Autor/inn/en	Kroesbergen, Evelyn H.; Huijsmans, Marije D. E.; Friso-van den Bos, Ilona
Titel	A Meta-Analysis on the Differences in Mathematical and Cognitive Skills between Individuals with and without Mathematical Learning Disabilities
Quelle	In: Review of Educational Research, 93 (2023) 5, S.718-755 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kroesbergen, Evelyn H.) ORCID (Huijsmans, Marije D. E.) ORCID (Friso-van den Bos, Ilona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543221132773
Schlagwörter	Mathematics Skills; Cognitive Ability; Students with Disabilities; Learning Disabilities; Mathematics Achievement; Children; Adolescents; Short Term Memory; Numeracy; Naming + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Mathmatics sikills; Mathematical ability; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kurzzeitgedächtnis; Rechenkompetenz
Abstract	Types of mathematical learning disability (MLD) are very heterogeneous. Lower scores on mathematics and several cognitive skills have been revealed in samples with MLD compared with those with typical development (TD), but these studies vary in sample selection, making it difficult to generalize conclusions. Furthermore, many studies have investigated only one or few cognitive skills, making it difficult to compare their relative discrepancies. The current meta-analysis (k = 145) was conducted to: (1) give a state-of-the-art overview of the mathematical and cognitive skills associated with MLD; and (2) investigate how selection criteria influence conclusions regarding this topic. Results indicated that people with MLD display lower scores not only on mathematics but also on number sense, working memory, and rapid automatized naming compared with those with TD, in general independently of the criteria used to define MLD. A profile that distinguishes people with more serious, persistent, or specific MLD from those with less severe MLD was not detected. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01