Math anxiety (MA) and math performance are generally negatively correlated (Barroso et al., 2021; Namkung et al., 2019). However, the mechanisms underlying this negative association remain unclear. According to the attentional control theory (ACT; Eysenck et al., 2007), anxious individuals experience impaired attentional control during problem…

The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to…

This meta-analysis synthesized the available empirical evidence on the impact of interventions on the development and enhancement of mathematical word problem solving skills for K-12 students with learning disabilities (LD) and those with mathematics difficulties (MD). A total of 33 studies met inclusion criteria for this meta-analysis. After…

The early prediction of math difficulties (MD) is important as it facilitates timely support. MD are multifaceted, and several factors are involved in their manifestation. This makes the accurate early prediction of MD particularly challenging. In the present study, we aim to predict MD in Grade 6 with kindergarten-age (age 6) measures by applying…

Difficulties in mathematics are argued to stem from impairments of a specialized system of numerical magnitude representation. This study investigates whether different measures of numerical magnitude understanding in kindergarten uniquely predict mathematical achievement concurrently and 6 months later, and also examines the relative explanatory…

The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded prealgebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The…

This study investigated whether a latent class of children with math difficulties (MD) or math learning disabilities (MLD) emerged within a heterogeneous sample of learners. A latent class analysis was computed on children (N = 447) in Grade 3 who were administered a battery of math, reading, and cognitive measures. The analysis yielded four…

Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover…

We evaluated the impact of a supplemental, small-group kindergarten vocabulary intervention designed to reinforce content taught in core classroom instruction implemented within a multitiered system of support (MTSS) framework. Kindergarten teachers implemented a published vocabulary program with all their students during whole-class instruction…

This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…

A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognized as having problems in attention, learning, and memory by a health or education practitioner. Assessments included phonological processing; information processing speed; short-term…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

The purpose of this meta-analysis was to determine the relation between mathematics and working memory (WM) and to identify possible moderators of this relation including domains of WM, types of mathematics skills, and sample type. A meta-analysis of 110 studies with 829 effect sizes found a significant medium correlation of mathematics and WM, r…

Arithmetic and cognitive skills of children with mathematical difficulties (MD-only), with comorbid reading difficulties (MD-RD), with reading difficulties (RD-only), and normally achieving children were examined at 3 points from Grades 3-4 to Grades 5-6 (age range, 9-13 years). Both MD groups displayed severe weaknesses in 4 domain-specific…

Results from a 2-year longitudinal study of 181 children from 4th through 5th grade are reported. Levels of growth in children's computation, word problem, and estimation skills by means of common fractions were predicted by working memory, attentive classroom behavior, conceptual knowledge about fractions, and simple arithmetic fluency.…