Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics.
Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics.
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DOI：
10.1097/dbp.0b013e318209edef
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发表时间：
2011-04
期刊：
影响因子：
--
通讯作者：
Geary DC
中科院分区：
文献类型：
--
作者：
Geary DC
审查的目标有三个方面：a）强调数学能力发展不良的教育和就业后果; B）概述数学成绩持续低下的儿童的特征; c）提供认知科学研究的入门，旨在确定这些学习障碍和相关认知干预措施的认知机制。对数学成绩差的教育和经济后果的文献进行了综述，并与流行病学、行为遗传学和认知科学对数学成绩差的研究进行了综述。数学能力差在成年人中很常见，导致就业困难和许多常见的日常活动困难。在学生中，大约7%的儿童和青少年有数学学习障碍（MLD），另外10%的儿童和青少年在数学方面表现出持续的低成就（LA），尽管他们在大多数其他领域都有平均能力。患有MLD的儿童和他们的LA同龄人在理解和表示数字大小方面存在缺陷，难以从长期记忆中检索基本的算术事实，并且在学习数学程序方面存在延迟。这些缺陷和延迟不能归因于智力，但与MLD儿童的工作记忆缺陷有关，但与LA儿童无关。针对这些认知缺陷的干预措施正在开发中，初步结果很有希望。数学学习障碍和学习困难与持续低成就的数学是常见的，而不是归因于智力。这些人有可识别的数字和记忆延迟和赤字，似乎是特定的数学学习。最有希望的干预措施是针对这些特定缺陷的干预措施，此外，针对工作记忆能力低的MLD儿童的干预措施。
The goals of the review are threefold; a) to highlight the educational and employment consequences of poorly developed mathematical competencies; b) overview the characteristics of the children with persistently low achievement in mathematics; and c) provide a primer on cognitive science research that is aimed at identifying the cognitive mechanisms underlying these learning disabilities and associated cognitive interventions. Literatures on the educational and economic consequences of poor mathematics achievement were reviewed and integrated with reviews of epidemiological, behavioral genetic, and cognitive science studies of poor mathematics achievement. Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, about 7% of children and adolescents have a mathematical learning disability (MLD) and another 10% show persistent low achievement (LA) in mathematics despite average abilities in most other areas. Children with MLD and their LA peers have deficits in understanding and representing numerical magnitude, difficulties retrieving basic arithmetic facts from long-term memory, and delays in learning mathematical procedures. These deficits and delays cannot be attributed to intelligence, but are related to working memory deficits for children with MLD, but not LA children. Interventions that target these cognitive deficits are in development and preliminary results are promising. Mathematical learning disabilities and learning difficulties associated with persistent low achievement in mathematics are common and not attributable to intelligence. These individuals have identifiable number and memory delays and deficits that appear to be specific to mathematics learning. The most promising interventions are those that target these specific deficits and, in addition, for children with MLD interventions that target their low working memory capacity.