Mabbott Donald J, Bisanz Jeffrey
Faculty of Medicine, University of Toronto, Ontario.
J Learn Disabil. 2008 Jan-Feb;41(1):15-28. doi: 10.1177/0022219407311003.
Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor multiplication fact mastery and calculation fluency and general working memory discriminated children with MLD from typically achieving age-matched peers. Furthermore, children with MLD were slower in executing backup procedures than typically achieving age-matched peers. The performance of children with MLD on multiple measures of multiplication skill and knowledge was most similar to that of ability-matched younger children. MLD may be due to difficulties in computational skills and working memory. Implications for the diagnosis and remediation of MLD are discussed.
通过考察计算技能、工作记忆和概念知识的多项指标，对患有数学学习障碍（MLD）的小学高年级学生、成绩与年龄匹配的同龄人、成绩较差的年龄匹配同龄人以及能力匹配的同龄人在乘法方面的知识和技能进行了研究。乘法口诀掌握不佳、计算流畅性差以及一般工作记忆能力使患有MLD的儿童与成绩与年龄匹配的同龄人区分开来。此外，患有MLD的儿童在执行备用程序时比成绩与年龄匹配的同龄人要慢。患有MLD的儿童在乘法技能和知识的多项指标上的表现与能力匹配的较年幼儿童最为相似。MLD可能是由于计算技能和工作记忆方面的困难所致。文中讨论了对MLD的诊断和补救的意义。
