Interventions in Math Learning Disabilities: Cognitive and Neural Correlates

描述（由申请人提供）：数学认知不仅对科学和工程的成功至关重要，而且在日常生活中也是一项重要技能，在正规教育中仅次于阅读。最近的认知、发育和教育研究为数学学习障碍儿童的持续行为缺陷提供了新的见解。制定早期干预计划对于提高广大儿童的数学学习和成绩非常重要，包括那些正常发育的儿童，以及那些有发育滞后和学习障碍的儿童。然而，人们对MLD的大脑和认知基础以及这些残疾可以补救的机制知之甚少。本研究的总体目标是研究支持数学学习的大脑和认知机制，以及对MLD儿童数学技能差的补救。pi将使用认知和系统神经科学方法、最先进的功能脑成像技术和随机对照设计来实现这一目标。研究的重点是7 - 9岁（二年级和三年级）的数学学习和技能习得，这是学习核心数学技能的重要时期。建议的干预研究将集中在三组儿童(1)典型发育（TD）儿童，(2)发育滞后的低成就（LA）儿童和(3)MLD儿童。pi将使用一项随机对照研究来调查这些儿童在数学学习和技能习得方面的差异。在这三个小组中，提出的研究将(1)阐明数学学习的神经生物学机制；(2)为后顶叶皮层、海马、梭状回和前额叶皮层在数学学习和补救中的作用提供新的见解；(3)通过描述与策略使用变化相关的数学熟练程度提高的行为、认知和神经相关的特征，为数学认知理论提供信息。(4)通过干预研究脑功能网络的重组和可塑性。拟议的研究将提供干预MLD儿童数学学习的神经生物学基础的第一个和最详细的特征。这项研究的结果不仅对确定LA和MLD儿童数学表现差异的来源具有重要意义，而且对进一步了解MLD的病因和长期补救也有重要意义。

DESCRIPTION (provided by applicant): Mathematical cognition is critical not only for success in science and engineering but also as an important skill in everyday life, second only to reading in formal education. Recent cognitive, developmental and educational studies have provided new insights into the enduring behavioral deficits in children with mathematical learning disabilities (MLD). The development of early intervention programs is important for enhancing math learning and achievement for a broad range of children, including children who are typically developing, as well as those with developmental lags and learning disabilities. Little is known, however, about the brain and cognitive bases of MLD and the mechanisms by which these disabilities can be remediated. The overarching goal of this proposal is to investigate the brain and cognitive mechanisms that support mathematical learning and the remediation of poor mathematical skills in children with MLD. The PIs will use a cognitive and systems neuroscience approach and state-of-the-art functional brain imaging techniques and a randomized controlled design to achieve this goal. The study focuses on mathematical learning and skill acquisition during the ages of 7 to 9 (grades 2 and 3), a period important for learning core mathematical skills. The proposed intervention studies will focus on three groups of children (1) typically developing (TD) children, (2) low achieving (LA) children who lag developmentally, and (3) children with MLD. The PIs will use a randomized controlled study to investigate differences in mathematical learning and skill acquisition in these groups of children. Across the three groups, the proposed studies will (1) elucidate the neurobiological mechanisms underlying mathematical learning, (2) provide novel insights into the role of the posterior parietal cortex, hippocampus, fusiform gyrus and prefrontal cortex in mathematical learning and remediation, (3) inform theories of mathematical cognition by characterizing the behavioral, cognitive and neural correlates of increased mathematical proficiency associated with changes in strategy use, and (4) examine reorganization and plasticity of functional brain networks with intervention. The proposed studies will provide the first and most detailed characterization of the neurobiological underpinnings of intervention on mathematical learning in children with MLD. Findings from this study will not only have important implications for determining sources of variability in mathematical performance among LA and MLD children but also further understanding of the etiology and long-term remediation of MLD. Understanding the progression and mechanisms of mathematical development and remediating poor mathematical skills is a national priority, as emphasized by the formation of the President's National Mathematics Panel. Between 5 to 8% of children demonstrate some form of mathematical learning disability, with adverse life-long consequences for academic, vocational and professional success. Findings from this study will not only have important implications for determining mathematical learning in children, but also for understanding the cognitive and brain processes underlying mathematical learning disabilities.