Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities

• DOI: 10.1016/j.ridd.2024.104795
• Publication Date: 2024-06-25T04:32:06Z
• Authors: H. Hellstrand; S. Holopainen; J. Korhonen; P. Räsänen; A. Hakkarainen; M.-J. Laakso; A. Laine; P. Aunio
• Keywords: Educational sciences; mathematical learning disabilities; Educational Psychology; 4. Education; arithmetic fluency; yläkoululaiset; alakoululaiset; dyscalculia screener; Social and Behavioral Sciences; laskemisen erityisvaikeus; number processing skills; numerical skills; oppimisvaikeudet; aritmetiikka; numeerinen lukutaito; matemaattiset taidot; 10. No inequality

Students with mathematical learning disabilities (MLD) struggle number processing skills (e.g., enumeration and comparison) arithmetic fluency. Traditionally, MLD is identified based on However, are suggested to differentiate low achievement (LA) from MLD. This study investigated the accuracy of in identifying students LA, fluency, whether classification ability varied as a function grade level. The participants were 18,405 (girls = 9080) Grades 3–9 (ages 9–15). Students' basic numerical assessed an online dyscalculia screener (Functional Numeracy Assessment –Dyscalculia Battery, FUNA-DB), which included fluency two factors. Confirmatory factor analyses supported two-factor structure FUNA-DB. was invariant across language groups, gender, levels. Receiver operating characteristics curve indicated that fair classifier LA status better when predicting (cut-off < 5 %) compared 25 %). Results highlight need measure both