Mathematics difficulties are widespread in US schoolchildren. However, little is known about the development of mathematical cognition in young children with mathematics disabilities (MD). To date, few studies have examined mathematics disabilities from a longitudinal perspective and many do not differentiate between children with specific MD (i.e., difficulties in mathematics but normal achievement in reading) and those with more pervasive academic weaknesses. The proposed project fills this void by examining the mathematical performance of 100 children with MD and 100 children without MD longitudinally over a 2-year period. Based on standardized achievement test scores, second grade children with CD will be divided into two groups: those with no reading difficulties and those with reading difficulties. For comparison, half of the children in the control group will have no reading and mathematics difficulties and half will have reading difficulties alone. Based on a theoretical framework of mathematical cognition, children's performance will be assessed in three domains: number facts, story problems, and multi-digit calculation. Children will be assessed a total of five times (twice in second grade and 3 times in third grade). The assessment will determine whether skills in these areas develop differentially and whether children with MD have difficulties in some domains but not in others. To examine the stability of our initial ability group classifications (e.g., mathematics difficulties-good reading) over time, each child also will be given standardized mathematics and reading achievement tests on five occasions. Growth curve modeling, a state-of-the-art statistical technique, will be used to analyze the data. The proposed project has practical as well as theoretical value. The findings will increase our knowledge of the nature and processes of mathematical thinking in children. They also will provide detailed information about children's performance on tasks that are directly applicable to teaching mathematics. Such data should provide an empirical basis for developing diagnostic tools for identification of mathematics abilities.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD036672-03
Application #
6387974
Study Section
Human Development and Aging Subcommittee 3 (HUD)
Program Officer
Lyon, Reid G
Project Start
1999-07-01
Project End
2003-03-31
Budget Start
2001-07-01
Budget End
2003-03-31
Support Year
3
Fiscal Year
2001
Total Cost
$134,994
Indirect Cost
Name
University of Delaware
Department
Miscellaneous
Type
Schools of Education
DUNS #
059007500
City
Newark
State
DE
Country
United States
Zip Code
19716
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Jordan, Nancy C; Kaplan, David; Ramineni, Chaitanya et al. (2008) Development of number combination skill in the early school years: when do fingers help? Dev Sci 11:662-8
Locuniak, Maria N; Jordan, Nancy C (2008) Using kindergarten number sense to predict calculation fluency in second grade. J Learn Disabil 41:451-9
Jordan, Nancy C; Kaplan, David; Nabors Olah, Leslie et al. (2006) Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties. Child Dev 77:153-75
Jordan, Nancy C; Hanich, Laurie B; Kaplan, David (2003) Arithmetic fact mastery in young children: a longitudinal investigation. J Exp Child Psychol 85:103-19
Jordan, Nancy C; Hanich, Laurie B; Kaplan, David (2003) A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Dev 74:834-50