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Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing

Simms, Victoria, Gilmore, Camilla, Cragg, Lucy, Marlow, Neil, Wolke, Dieter and Johnson, Samantha (2013) Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing. Pediatric Research, 73 (2). pp. 236-244. [Journal article]

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Abstract

Background: Extremely preterm (EP, <26 wk gestation)children have been observed to have poor academic achievementin comparison to their term-born peers, especially inmathematics. This study investigated potential underlyingcauses of this difficulty.Methods: A total of 219 EP participants were compared with153 term-born control children at 11 y of age. All children wereassessed by a psychologist on a battery of standardized cognitivetests and a number estimation test assessing children’snumerical representations.Results: EP children underperformed in all tests in comparisonwith the term controls (the majority of Ps < 0.001). Differentunderlying relationships between performance on the numberestimation test and mathematical achievement were foundin E P as compared with control children. That is, even aftercontrolling for cognitive ability, a relationship between numberrepresentations and mathematical performance persistedfor EP children only (EP: r = 0.346, n = 186, P < 0.001; control:r = 0.095, n = 146, P = 0.256).Conclusion: Interventions for EP children may targetimproving children’s numerical representations in order tosubsequentlyremediate their mathematical skills.

Item Type:Journal article
Faculties and Schools:Faculty of Life and Health Sciences
Faculty of Life and Health Sciences > School of Psychology
Research Institutes and Groups:Psychology Research Institute > Peace, Conflict and Equality
Psychology Research Institute
ID Code:26124
Deposited By: Dr Victoria Simms
Deposited On:27 May 2013 10:40
Last Modified:17 Oct 2017 16:09

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