A meta-analysis on mathematical deficits among Chinese children with mathematical learning difficulties.

IF 2.7 4区心理学 Q2 PSYCHOLOGY, EXPERIMENTAL

Acta Psychologica Pub Date : 2026-05-01 DOI:10.1016/j.actpsy.2026.106900

Yanjiao Wang, Yanyan Ma, Pei Wang

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引用次数: 0

Abstract

Previous studies have found that children with mathematical learning difficulties (MLD) exhibit mathematical deficiencies consistent with the cognitive deficit theory. However, no research has yet examined and quantified the mathematical deficits in children with MLD. This study aims to synthesize findings on numerical cognition, calculations, fractions/decimals, geometry, and word problems deficits among Chinese children with MLD using a meta-analytic method. A total of 77 studies, including 505 effect sizes, were included. The results indicate that the severity of mathematical deficits among Chinese children with MLD follows this order: calculations (g = -1.70) and fractions/decimals (g = -1.45), word problems (g = -1.33) and numerical cognition (g = -1.25), and geometry (g = -0.79). Future research should focus on distinguishing specific mathematical skills to evaluate and clarify the primary and secondary deficits in children with MLD. This will enhance the targeting of educational interventions, ultimately supporting the improvement of mathematical skills in these children.

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中国数学学习困难儿童数学缺陷的meta分析。

以往的研究发现，数学学习困难儿童表现出与认知缺陷理论一致的数学缺陷。然而，目前还没有研究对MLD儿童的数学缺陷进行检验和量化。本研究旨在运用元分析方法，综合分析中国MLD儿童在数值认知、计算、分数/小数、几何和文字问题方面的缺陷。共纳入77项研究，包括505个效应量。结果表明，中国MLD儿童数学缺陷的严重程度依次为：计算（g = -1.70）和分数/小数（g = -1.45），文字问题（g = -1.33）和数字认知（g = -1.25），几何（g = -0.79）。未来的研究应侧重于区分具体的数学技能，以评估和阐明MLD儿童的原发性和继发性缺陷。这将加强教育干预的针对性，最终支持这些儿童数学技能的提高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Acta Psychologica PSYCHOLOGY, EXPERIMENTAL-

CiteScore

3.00

自引率

5.60%

发文量

274

审稿时长

36 weeks

期刊介绍： Acta Psychologica publishes original articles and extended reviews on selected books in any area of experimental psychology. The focus of the Journal is on empirical studies and evaluative review articles that increase the theoretical understanding of human capabilities.