Impairment of non-symbolic number processing in children with mathematical learning disability
Author(s) / Creator(s)
Lafay, Anne
St-Pierre, Marie-Catherine
Macoir, Joël
Abstract / Description
The functional origin of Mathematical Learning Disability (MLD), an impairment affecting mathematics learning, remains controversial. We aimed to study the number sense deficit hypothesis in children with MLD. We explored the processing of non-symbolic numbers in Quebec French-speaking 8‒9-year-old children with three non-symbolic tasks (number comparison, number matching and dot set selection task). Results showed that children with MLD were as successful as typically developing children in a comparison task, but less successful in a matching task. Their performance in numerical re-production was also similar to that of typically developing children for large (10-99) numerosities, while they were less successful in transcoding small (1-4) and medium (5-9) numerosities. Children with MLD also presented with general cognitive and reading difficulties. Results suggest a deficit in processing small and medium numerosities in children with MLD that could be largely attributed to their poorer cognitive skills.
Keyword(s)
mathematical learning disability dyscalculia number sense numerosity non-symbolic numeralsPersistent Identifier
Date of first publication
2019-04-05
Journal title
Journal of Numerical Cognition
Volume
5
Issue
1
Page numbers
86–104
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Lafay, A., St-Pierre, M.-C., & Macoir, J. (2019). Impairment of non-symbolic number processing in children with mathematical learning disability. Journal of Numerical Cognition, 5(1), 86–104. https://doi.org/10.5964/jnc.v5i1.177
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Author(s) / Creator(s)Lafay, Anne
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Author(s) / Creator(s)St-Pierre, Marie-Catherine
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Author(s) / Creator(s)Macoir, Joël
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PsychArchives acquisition timestamp2022-04-14T11:21:31Z
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Made available on2022-04-14T11:21:31Z
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Date of first publication2019-04-05
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Abstract / DescriptionThe functional origin of Mathematical Learning Disability (MLD), an impairment affecting mathematics learning, remains controversial. We aimed to study the number sense deficit hypothesis in children with MLD. We explored the processing of non-symbolic numbers in Quebec French-speaking 8‒9-year-old children with three non-symbolic tasks (number comparison, number matching and dot set selection task). Results showed that children with MLD were as successful as typically developing children in a comparison task, but less successful in a matching task. Their performance in numerical re-production was also similar to that of typically developing children for large (10-99) numerosities, while they were less successful in transcoding small (1-4) and medium (5-9) numerosities. Children with MLD also presented with general cognitive and reading difficulties. Results suggest a deficit in processing small and medium numerosities in children with MLD that could be largely attributed to their poorer cognitive skills.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationLafay, A., St-Pierre, M.-C., & Macoir, J. (2019). Impairment of non-symbolic number processing in children with mathematical learning disability. Journal of Numerical Cognition, 5(1), 86–104. https://doi.org/10.5964/jnc.v5i1.177en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/5451
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.6055
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v5i1.177
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Is related tohttps://doi.org/10.23668/psycharchives.2373
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Keyword(s)mathematical learning disabilityen_US
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Keyword(s)dyscalculiaen_US
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Keyword(s)number senseen_US
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Keyword(s)numerosityen_US
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Keyword(s)non-symbolic numeralsen_US
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Dewey Decimal Classification number(s)150
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TitleImpairment of non-symbolic number processing in children with mathematical learning disabilityen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers86–104
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Volume5
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Visible tag(s)Version of Recorden_US