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Article: Subtypes of mathematical difficulties and their stability

TitleSubtypes of mathematical difficulties and their stability
Authors
KeywordsCluster analysis
Mathematical difficulties
Subtyping
Issue Date2020
PublisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html
Citation
Journal of Educational Psychology, 2020, v. 112 n. 3, p. 649-666 How to Cite?
AbstractSome children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover whether children may move in or out of these subtypes over time. This study set out to identify the subtypes of mathematical difficulties as well as their stability. Using cluster analyses, we discovered 5 distinctive subtypes among children with mathematical difficulties over the first 2 years of elementary school: the number sense deficit subtype, the numerosity coding deficit subtype, the symbolic deficit subtype, the working memory subtype, and a mild difficulty group. These subtypes showed moderate stability. While some subtypes appeared to be somewhat stable over time, some developed into another profile of deficits and still some emerged only at later points in the development. Understanding the cognitive profiles of different subtypes of mathematical difficulties can better help researchers and educators to devise intervention strategies that build on what the children are able to do and improve what they are still struggling. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Persistent Identifierhttp://hdl.handle.net/10722/272666
ISSN
2023 Impact Factor: 5.6
2023 SCImago Journal Rankings: 2.774
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, WL-
dc.contributor.authorWong, TY-
dc.date.accessioned2019-08-06T09:14:15Z-
dc.date.available2019-08-06T09:14:15Z-
dc.date.issued2020-
dc.identifier.citationJournal of Educational Psychology, 2020, v. 112 n. 3, p. 649-666-
dc.identifier.issn0022-0663-
dc.identifier.urihttp://hdl.handle.net/10722/272666-
dc.description.abstractSome children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover whether children may move in or out of these subtypes over time. This study set out to identify the subtypes of mathematical difficulties as well as their stability. Using cluster analyses, we discovered 5 distinctive subtypes among children with mathematical difficulties over the first 2 years of elementary school: the number sense deficit subtype, the numerosity coding deficit subtype, the symbolic deficit subtype, the working memory subtype, and a mild difficulty group. These subtypes showed moderate stability. While some subtypes appeared to be somewhat stable over time, some developed into another profile of deficits and still some emerged only at later points in the development. Understanding the cognitive profiles of different subtypes of mathematical difficulties can better help researchers and educators to devise intervention strategies that build on what the children are able to do and improve what they are still struggling. (PsycINFO Database Record (c) 2019 APA, all rights reserved)-
dc.languageeng-
dc.publisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html-
dc.relation.ispartofJournal of Educational Psychology-
dc.rightsJournal of Educational Psychology. Copyright © American Psychological Association.-
dc.rightsThis article may not exactly replicate the final version published in the APA journal. It is not the copy of record.-
dc.subjectCluster analysis-
dc.subjectMathematical difficulties-
dc.subjectSubtyping-
dc.titleSubtypes of mathematical difficulties and their stability-
dc.typeArticle-
dc.identifier.emailChan, WL: wlwinnie@hku.hk-
dc.identifier.emailWong, TY: terrytyw@hku.hk-
dc.identifier.authorityChan, WL=rp01969-
dc.identifier.authorityWong, TY=rp02453-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1037/edu0000383-
dc.identifier.scopuseid_2-s2.0-85071626401-
dc.identifier.hkuros299822-
dc.identifier.volume112-
dc.identifier.issue3-
dc.identifier.spage649-
dc.identifier.epage666-
dc.identifier.isiWOS:000519968800015-
dc.publisher.placeUnited States-
dc.identifier.issnl0022-0663-

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