Work

Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

Year: 2009

Type: article

Abstract: Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities.

Source: Journal of Learning Disabilities

DOI: 10.1177/0022219409335211

Authors: Kimberly Raghubar, Paul Cirino, Marcia Barnes, Linda Ewing-Cobbs, Jack Fletcher, Lynn Fuchs

Institutions: University of Houston, The University of Texas Health Science Center at Houston, Vanderbilt University

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development