Subtypes of Mathematics Disability : A New Classification Method Based on Cognitive Diagnostic Models and Their Cognitive–Linguistic Correlates

Xiangzi OUYANG; Xiao ZHANG; Qiusi ZHANG; Jimmy DE LA TORRE; Shirong MIN

doi:10.1037/edu0000829

Subtypes of Mathematics Disability : A New Classification Method Based on Cognitive Diagnostic Models and Their Cognitive–Linguistic Correlates

Xiangzi OUYANG, Xiao ZHANG^*, Qiusi ZHANG, Jimmy DE LA TORRE, Shirong MIN

^*Corresponding author for this work

Department of Psychology

Research output: Journal Publications › Journal Article (refereed) › peer-review

1 Citation (Scopus)

Abstract

This study aims to classify subtypes of mathematics disability (MD) using a novel classification method, cognitive diagnostic models (CDMs), and examine whether domain-general skills, namely, linguistic, working memory, and spatial skills, were related to the identification of the subtypes. Participants were 454 children (246 boys; age: M ± SD = 88.66 ± 5.92 months), including 204 MD children and a control group of 250 low-achieving children, who were identified from a sample of 3,384 second graders in China. Six MD subtypes were classified: the symbolic and concept deficits group, the verbal and concept deficits group, the pervasive deficits group, the concept deficits group, the mapping and concept deficits group, and the unknown deficits group. The reliability and validity of using CDMs to identify MD subtypes were evaluated. Different constellations of working memory, spatial, and linguistic skills were found to contribute to different MD subtypes. Identifying subtypes of MD and their domain-general correlates sheds light on appropriate interventions targeting different MD subtypes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Original language	English
Journal	Journal of Educational Psychology
Early online date	2 Nov 2023
DOIs	https://doi.org/10.1037/edu0000829
Publication status	E-pub ahead of print - 2 Nov 2023

Bibliographical note

The authors thank the research assistants, the participating children, parents, and teachers for their support of this study. The authors have no conflicts of interests to declare. All data and analysis code have been made publicly available via Open Science Framework and can be accessed at https://osf .io/9vnge/?view_only=cb8930248c7746a6af83787ee5660c2d. The materials for this study are available by emailing the corresponding author. The study was not preregistered.
This article is based on Chapter 4 of Xiangzi Ouyang’s PhD dissertation under the supervision of Xiao Zhang and Jimmy de la Torre. Xiangzi Ouyang served as lead for formal analysis, investigation, methodology, writing–original draft, and writing–review and editing. Xiao Zhang served as lead for supervision. Qiusi Zhang served in a supporting role for writing– original draft. Jimmy de la Torre contributed equally to supervision and validation and served in a supporting role for writing–review and editing. Shirong Min served as lead for resources and served in a supporting role for project administration and writing–review and editing. Xiangzi Ouyang and Xiao Zhang contributed equally to conceptualization. Xiao Zhang and Qiusi Zhang contributed equally to writing–review and editing. Xiao Zhang and Jimmy de la Torre contributed equally to methodology.

Publisher Copyright: © 2023 American Psychological Association

Keywords

mathematics disability
subtypes
cognitive diagnosis models
numerical skills
cognitive– linguistic skills

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10.1037/edu0000829

Cite this

@article{014aa853acda458dada0e667b82e7d53,

title = "Subtypes of Mathematics Disability : A New Classification Method Based on Cognitive Diagnostic Models and Their Cognitive–Linguistic Correlates",

abstract = "This study aims to classify subtypes of mathematics disability (MD) using a novel classification method, cognitive diagnostic models (CDMs), and examine whether domain-general skills, namely, linguistic, working memory, and spatial skills, were related to the identification of the subtypes. Participants were 454 children (246 boys; age: M ± SD = 88.66 ± 5.92 months), including 204 MD children and a control group of 250 low-achieving children, who were identified from a sample of 3,384 second graders in China. Six MD subtypes were classified: the symbolic and concept deficits group, the verbal and concept deficits group, the pervasive deficits group, the concept deficits group, the mapping and concept deficits group, and the unknown deficits group. The reliability and validity of using CDMs to identify MD subtypes were evaluated. Different constellations of working memory, spatial, and linguistic skills were found to contribute to different MD subtypes. Identifying subtypes of MD and their domain-general correlates sheds light on appropriate interventions targeting different MD subtypes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)",

keywords = "mathematics disability, subtypes, cognitive diagnosis models, numerical skills, cognitive– linguistic skills",

author = "Xiangzi OUYANG and Xiao ZHANG and Qiusi ZHANG and {DE LA TORRE}, Jimmy and Shirong MIN",

note = "The authors thank the research assistants, the participating children, parents, and teachers for their support of this study. The authors have no conflicts of interests to declare. All data and analysis code have been made publicly available via Open Science Framework and can be accessed at https://osf .io/9vnge/?view_only=cb8930248c7746a6af83787ee5660c2d. The materials for this study are available by emailing the corresponding author. The study was not preregistered. This article is based on Chapter 4 of Xiangzi Ouyang{\textquoteright}s PhD dissertation under the supervision of Xiao Zhang and Jimmy de la Torre. Xiangzi Ouyang served as lead for formal analysis, investigation, methodology, writing–original draft, and writing–review and editing. Xiao Zhang served as lead for supervision. Qiusi Zhang served in a supporting role for writing– original draft. Jimmy de la Torre contributed equally to supervision and validation and served in a supporting role for writing–review and editing. Shirong Min served as lead for resources and served in a supporting role for project administration and writing–review and editing. Xiangzi Ouyang and Xiao Zhang contributed equally to conceptualization. Xiao Zhang and Qiusi Zhang contributed equally to writing–review and editing. Xiao Zhang and Jimmy de la Torre contributed equally to methodology. Publisher Copyright: {\textcopyright} 2023 American Psychological Association",

year = "2023",

month = nov,

day = "2",

doi = "10.1037/edu0000829",

language = "English",

journal = "Journal of Educational Psychology",

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T1 - Subtypes of Mathematics Disability : A New Classification Method Based on Cognitive Diagnostic Models and Their Cognitive–Linguistic Correlates

AU - OUYANG, Xiangzi

AU - ZHANG, Xiao

AU - ZHANG, Qiusi

AU - DE LA TORRE, Jimmy

AU - MIN, Shirong

N1 - The authors thank the research assistants, the participating children, parents, and teachers for their support of this study. The authors have no conflicts of interests to declare. All data and analysis code have been made publicly available via Open Science Framework and can be accessed at https://osf .io/9vnge/?view_only=cb8930248c7746a6af83787ee5660c2d. The materials for this study are available by emailing the corresponding author. The study was not preregistered. This article is based on Chapter 4 of Xiangzi Ouyang’s PhD dissertation under the supervision of Xiao Zhang and Jimmy de la Torre. Xiangzi Ouyang served as lead for formal analysis, investigation, methodology, writing–original draft, and writing–review and editing. Xiao Zhang served as lead for supervision. Qiusi Zhang served in a supporting role for writing– original draft. Jimmy de la Torre contributed equally to supervision and validation and served in a supporting role for writing–review and editing. Shirong Min served as lead for resources and served in a supporting role for project administration and writing–review and editing. Xiangzi Ouyang and Xiao Zhang contributed equally to conceptualization. Xiao Zhang and Qiusi Zhang contributed equally to writing–review and editing. Xiao Zhang and Jimmy de la Torre contributed equally to methodology. Publisher Copyright: © 2023 American Psychological Association

PY - 2023/11/2

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N2 - This study aims to classify subtypes of mathematics disability (MD) using a novel classification method, cognitive diagnostic models (CDMs), and examine whether domain-general skills, namely, linguistic, working memory, and spatial skills, were related to the identification of the subtypes. Participants were 454 children (246 boys; age: M ± SD = 88.66 ± 5.92 months), including 204 MD children and a control group of 250 low-achieving children, who were identified from a sample of 3,384 second graders in China. Six MD subtypes were classified: the symbolic and concept deficits group, the verbal and concept deficits group, the pervasive deficits group, the concept deficits group, the mapping and concept deficits group, and the unknown deficits group. The reliability and validity of using CDMs to identify MD subtypes were evaluated. Different constellations of working memory, spatial, and linguistic skills were found to contribute to different MD subtypes. Identifying subtypes of MD and their domain-general correlates sheds light on appropriate interventions targeting different MD subtypes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

AB - This study aims to classify subtypes of mathematics disability (MD) using a novel classification method, cognitive diagnostic models (CDMs), and examine whether domain-general skills, namely, linguistic, working memory, and spatial skills, were related to the identification of the subtypes. Participants were 454 children (246 boys; age: M ± SD = 88.66 ± 5.92 months), including 204 MD children and a control group of 250 low-achieving children, who were identified from a sample of 3,384 second graders in China. Six MD subtypes were classified: the symbolic and concept deficits group, the verbal and concept deficits group, the pervasive deficits group, the concept deficits group, the mapping and concept deficits group, and the unknown deficits group. The reliability and validity of using CDMs to identify MD subtypes were evaluated. Different constellations of working memory, spatial, and linguistic skills were found to contribute to different MD subtypes. Identifying subtypes of MD and their domain-general correlates sheds light on appropriate interventions targeting different MD subtypes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

KW - mathematics disability

KW - subtypes

KW - cognitive diagnosis models

KW - numerical skills

KW - cognitive– linguistic skills

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U2 - 10.1037/edu0000829

DO - 10.1037/edu0000829

M3 - Journal Article (refereed)

SN - 0022-0663

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

ER -

Subtypes of Mathematics Disability : A New Classification Method Based on Cognitive Diagnostic Models and Their Cognitive–Linguistic Correlates

Abstract

Bibliographical note

Keywords

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