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|Title: ||Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing|
|Authors: ||Simms, Victoria|
Gilmore, Camilla K.
|Issue Date: ||2013|
|Publisher: ||© Nature Publishing Group|
|Citation: ||SIMMS, V. ... et al, 2013. Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processing. Pediatric Research, 73 (2), pp.236-244.|
|Abstract: ||Background. Extremely preterm (EP, <26 weeks gestation) children have been
observed to have poor academic achievement in comparison to their term-born
peers, especially in mathematics. This study investigated potential underlying causes
of this difficulty.
Methods. 219 extremely preterm participants were compared with 153 term-born
control children at 11 years old. All children were assessed by a psychologist on a
battery of standardised cognitive tests and a number estimation test assessing
children’s numerical representations.
Results. EP children underperformed in all tests in comparison to the term controls
(the majority of p’s<.001). Different underlying relationships between performance on
the number estimation test and mathematical achievement were found in extremely
preterm compared to control children. That is, even after controlling for cognitive
ability, a relationship between number representations and mathematical
performance persisted for EP children only (EP: r= .346, n= 186, p< .001; Control:
r= .095, n=146, p= .256).
Conclusion. Interventions for EP children may target improving children’s numerical
representations in order to subsequently remediate their mathematical skills.|
|Description: ||This article was published in the journal, Pediatric Research [© Nature Publishing Group] and the definitive version is available at: http://dx.doi.org/10.1038/pr.2012.157|
|Version: ||Accepted for publication|
|Publisher Link: ||http://dx.doi.org/10.1038/pr.2012.157|
|Appears in Collections:||Published Articles (Mathematics Education Centre)|
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