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ERIC Number: EJ931699
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-3920
Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)
Mazzocco, Michele M. M.; Feigenson, Lisa; Halberda, Justin
Child Development, v82 n4 p1224-1237 Jul-Aug 2011
Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity ("w") and of the mappings between ANS representations and number words ("cv"). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A