Agostini Francesca, Zoccolotti Pierluigi, Casagrande Maria
Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy.
Developmental Dyslexia Lab, IRCCS Fondazione Santa Lucia, 00179 Rome, Italy.
Brain Sci. 2022 Feb 10;12(2):239. doi: 10.3390/brainsci12020239.
Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the present systematic review.
The reviewing process was conducted according to the PRISMA statement. We included 46 studies comparing school-aged children's performance with and without math difficulties in the following cognitive domains: processing speed, phonological awareness, short- and long-term memory, executive functions, and attention.
The results showed that some general cognitive domains were compromised in children with mathematical difficulties (i.e., executive functions, attention, and processing speed).
These cognitive functions should be evaluated during the diagnostic process in order to better understand the child's profile and propose individually tailored interventions. However, further studies should investigate the role of skills that have been poorly investigated to date (e.g., long-term memory and phonological awareness).
数学能力意味着一系列数字和数学技能（包括先天的以及通过正规训练获得的），以及某些一般认知能力，如果这些能力不足，可能会对数学学习产生连锁反应。后一种技能是本系统综述的重点。
综述过程按照PRISMA声明进行。我们纳入了46项研究，比较了学龄儿童在以下认知领域有和没有数学困难时的表现：处理速度、语音意识、短期和长期记忆、执行功能以及注意力。
结果表明，有数学困难的儿童在一些一般认知领域存在缺陷（即执行功能、注意力和处理速度）。
在诊断过程中应评估这些认知功能，以便更好地了解儿童的情况并提出个性化的干预措施。然而，进一步的研究应调查迄今为止研究较少的技能（如长期记忆和语音意识）的作用。
