Interventions in Math Learning Disabilities: Cognitive and Neural Correlates

数学认知不仅对科学和工程的成功至关重要，而且也是一项重要的技能 在日常生活中，仅次于正规教育中的阅读。最近的认知、发展和教育 研究为儿童数学学习中的持久行为缺陷提供了新的见解 残疾人（MLD）。早期干预计划的发展对提高数学学习很重要 和成就的广泛儿童，包括儿童谁是典型的发展，以及 那些有发育迟缓和学习障碍的人。然而，人们对大脑和认知功能知之甚少。 MLD的基础以及可以补救这些残疾的机制。我们的首要目标是 一项研究计划是调查支持数学学习的大脑和认知机制， MLD儿童数学能力差的补救。我们将使用认知和系统 神经科学方法和最先进的功能性脑成像技术和一个随机对照 设计来实现这一目标。我们的研究集中在年龄段的数学学习和技能获得 7-到9岁（2年级和3年级），这是学习核心数学技能的重要时期。我们提议的干预 研究将集中在三组儿童：（1）典型发展（TD）儿童，（2）低成就（LA） （3）MLD儿童。我们将采用随机对照研究， 调查这些儿童在数学学习和技能获得方面的差异。各地 三组，拟议的研究将：（1）阐明数学基础的神经生物学机制 学习，（2）提供了新的见解后顶叶皮层，海马，梭状回的作用， 和前额叶皮层在数学学习和补救中的作用，（3）为数学认知理论提供信息 通过描述数学熟练程度提高的行为、认知和神经相关性， 与策略使用的变化有关;（4）检查功能脑的重组和可塑性 网络干预。我们提出的研究将提供第一个和最详细的表征， MLD儿童数学学习干预的神经生物学基础我们的调查结果 这项研究不仅对确定数学模型的变异性来源具有重要意义， 在LA和MLD儿童中的表现，但也进一步了解病因和长期 MLD的修复。理解数学发展的进程和机制， 数学技能是一个国家的优先事项，正如总统的形成所强调的那样的国家 数学小组。5%至8%的儿童表现出某种形式的数学学习障碍， 对学术、职业和专业的成功产生终身的不利影响。我们的调查结果 这项研究不仅对确定儿童的数学学习有重要意义，而且对 理解数学学习障碍背后的认知和大脑过程。

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 our proposal is to investigate the brain and cognitive mechanisms that support mathematical learning and the remediation of poor mathematical skills in children with MLD. We 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. Our 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. Our 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. We 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. Our 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 our 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 Presidents 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 our 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.