Use mapping tasks (e.g., number line tasks) rather than comparison tasks when assessing number sense in MLD research and practice¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The authors recommend that future research on MLD incorporate mapping tasks, which require connecting symbolic and nonsymbolic number representations, instead of the commonly used comparison tasks. They argue mapping "more directly reflect skills that are needed to successfully tackle mathematics problems" and note number line tasks are already part of primary-school math curricula, making this choice more aligned with practice.

Design Implications¶

Context¶

Requirements¶

• Studies or assessments must include measures of mapping between symbolic and nonsymbolic number representations, such as number line tasks.

Constraints¶

• The recommendation rests on moderator analyses within one meta-analysis of MLD versus typically developing comparisons; numeracy tasks were statistically equal to mapping in producing large group differences.

Target Learners¶

• Children and adults with or at risk of mathematical learning disabilities

Target Learning Goals¶

• Number sense and mathematics performance

Claims¶

• People with MLD show lower number sense than typically developing peers (g = 0.88), with the largest deficits on mapping tasks [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Kroesbergen, E. H.; Huijsmans, M. D. E.; Friso-van den Bos, I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research. https://doi.org/10.3102/00346543221132773