Integrated number sense tutoring remediates aberrant neural representations in children with mathematical disabilities.

ABSTRACT: Number sense is essential for early mathematical development but it is compromised in children with mathematical disabilities (MD). Here we investigate the impact of a personalized 4-week Integrated Number Sense (INS) tutoring program aimed at improving the connection between nonsymbolic (sets of objects) and symbolic (Arabic numerals) representations in children with MD. Utilizing neural pattern analysis, we found that INS tutoring not only improved cross-format mapping but also significantly boosted arithmetic fluency in children with MD. Critically, the tutoring normalized previously low levels of cross-format neural representations in these children to pre-tutoring levels observed in typically developing, especially in key brain regions associated with numerical cognition. Moreover, we

SUBMITTER: Park Y 

PROVIDER: S-EPMC11030345 | biostudies-literature | 2024 Apr

REPOSITORIES: biostudies-literature