MLD children's accuracy was low overall and varied by problem type and presentation format¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Mean accuracy was 71 % correct, ranging from 24 % to 100 %, with large-distance problems solved better than small-distance problems and subtraction format better than addition format for all problem types except large-distance S > D problems. → Peters 2014

Evidence¶

Peters 2014¶

Peters, G., De Smedt, B., Torbeyns, J., Verschaffel, L., & Ghesquière, P. (2014). Subtraction by addition in children with mathematical learning disabilities. Learning and Instruction, 30, 1-8. https://doi.org/10.1016/j.learninstruc.2013.11.001

q3 · i? · causal · r2

Descriptive accuracy analysis of 2779 trials from 44 children with MLD solving 64 problems. Per-problem-type means in Table 1 showed "large-distance problems were solved better than small-distance problems"; no inferential test or effect size was printed for accuracy.

"The mean score was 71 % correct on all problems, ranging from 24 % to 100 %."

Discussion¶

Related Claims¶

• MLD children switch between direct subtraction and subtraction by addition only when the numerical distance between subtrahend and difference is large — related
• Reaction times showed significant main effects of presentation format and numerical distance, but no main effect of magnitude — related
• Children with MLD switch between direct subtraction and subtraction by addition based on the magnitude of the subtrahend when solving two-digit subtractions — related