Poster #19 - Variation in Risk for Math Learning Difficulties: Numerical and Non-Numerical Skill Relations to Math Achievement

• In Event: Poster Session 01

Abstract

Math learning difficulties (MLDs) are heterogeneous, with multiple potential pathways and cognitive profiles. Among children with MLDs, there are individual differences in skills implicated in math achievement, such as numerical, verbal, and executive function (EF) skills (i.e., neurocognitive skills involved in goal-directed problem solving and behaviors). Furthermore, biological and environmental risk factors have been identified. One biological risk for MLDs is Turner syndrome - a condition involving complete/partial loss of the second X chromosome typically present in a Female. Girls with Turner syndrome exhibit specific math difficulties, lower EF, and average/above average verbal skills. Numerical processing difficulties are present into adulthood, despite score increases on standardized math tests. Therefore, we hypothesize the skills contributing to math achievement differ for those with Turner syndrome. Girls with Turner syndrome might use alternate strategies that utilize greater verbal skills to compensate in lieu of numerical and EF skills. Conversely, low socioeconomic status (SES) is an environmental risk for MLDs, associated with lower EF, math, and verbal skills. The current study examined whether the numerical and non-numerical skill associations with math achievement vary by MLD risk.

Participants included 377 children, including 44 girls with Turner syndrome, 130 children from Low SES homes, 203 children with No Known Risk for MLDs (Mage = 6.56 years; range: 4.58-9 years). Children completed a battery of math, EF, and verbal assessments. To estimate math achievement, the Woodcock-Johnson III Applied Problems subtest was administered. Select TEMA-3 and supplemental items were administered to estimate numerical skills, including: numerical literacy, count on, verbal counting, non-rote counting, and problem solving (Table 1). The Psychological Assessment of Numerical Ability was used to estimate nonsymbolic approximate magnitude comparison. The Minnesota Executive Function Scale and Head Toes Knees Shoulders tasks were administered, and an EF composite was created by averaging z-scores in each MLD risk group (rs=.46-.610). The Boston Naming Task and Kaufman Brief Intelligence Test Verbal subtest were administered, and a Verbal composite was created for each group (rs=.585-.78).

A series of regressions were conducted for each MLD risk group (Turner syndrome, Low SES, No Known Risk) predicting math achievement. Consistent with our hypothesis, verbal and select numerical skills (e.g., verbal counting, problem solving) were associated with math achievement in the Turner sample (Table 2). Similar numerical and non-numerical skills were associated with math achievement in the Low SES and No Known Risk samples, which was contrary to our hypothesis that varying profiles might emerge. EF was associated with math achievement even after accounting for verbal and numerical skills in Low SES and No Known Risk groups, as we hypothesized.

These results indicate the relations between math achievement and numerical and non-numerical skills are similar for children in Low SES and No Known Risk groups, despite variation in MLD risk. Girls with Turner syndrome displayed a different profile, such that verbal and select numerical skills were associated with math achievement, but EF was not. This line of work can inform assessments and instructional efforts to support children at-risk for MLDs in early childhood.

Authors

• Jasmine R. Ernst, University of Minnesota - Twin Cities
  Presenting Author

• Stephanie M Carlson, University of Minnesota - Twin Cities

• Michele Mazzocco, University of Minnesota - Twin Cities