1 American Institutes for Research, Washington, DC, USA.
2 University of Texas at Austin, USA.
J Learn Disabil. 2018 Nov/Dec;51(6):523-539. doi: 10.1177/0022219417714773. Epub 2017 Jun 14.
Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span). Our primary goal was to conduct a systematic review of these studies and to understand whether the growth of students with math difficulty was comparable or stagnant when compared with that of students without math difficulty. We also analyzed whether identification of math difficulty was predictive of mathematics achievement in later grades and whether a diagnosis of math difficulty was stable across grade levels. Results indicate that students with math difficulty demonstrate growth on mathematics measures, but this growth still leads to lower performance than that of students without math difficulty. Identification of math difficulty is strongly related to math performance in subsequent grades, and this diagnosis is often stable. Collectively, this literature indicates that students with math difficulty continue to struggle with mathematics in later grades.
一些学生可能被诊断为数学学习障碍或计算障碍，而其他学生可能表现出低于年级水平的数学成绩，但没有残疾诊断。在文献中，研究人员经常将这两组学生都识别为有数学困难。为了理解有数学困难的学生的表现，我们检查了 35 项报告数学成绩纵向结果的研究（即，在至少 12 个月的时间跨度内测量的数学表现）。我们的主要目标是对这些研究进行系统回顾，并了解与没有数学困难的学生相比，有数学困难的学生的增长是可比的还是停滞的。我们还分析了数学困难的识别是否能预测后期成绩的数学成绩，以及数学困难的诊断是否在各年级水平上稳定。结果表明，有数学困难的学生在数学测量上表现出增长，但这种增长仍导致成绩低于没有数学困难的学生。对数学困难的识别与后续年级的数学表现密切相关，而且这种诊断通常是稳定的。总的来说，这一文献表明，有数学困难的学生在以后的年级中仍在继续努力学习数学。
