Analysis of Mathematical Disabilities and Cognitive Abilities Report

This report examines the effectiveness of generative training in addressing mathematical disabilities, particularly in children struggling with word problem-solving. It highlights the significance of cognitive factors, especially working memory capacity (WMC), in understanding and addressing these difficulties. The report emphasizes the importance of screening and tailored interventions, such as paraphrasing techniques, to support students with varying cognitive strengths. It also explores the application of WMC assessments and the use of specific interventions, like the Numicon system, in educational settings. The analysis draws on research studies and classroom practices, underscoring the need for effective strategies to improve learning outcomes for students with mathematical disabilities.

Mathematical Disabilities
3/4/20
Running Head: TASK 0

TASK 1
In our opinion, this report effectively studies and concludes the results of the
discussion that has been conducted through a research paper that is regarding the
effectiveness of the generative training in the school children who have difficulty in problem
solving questions and are at the verge of getting mathematical disability. It only focuses on a
specific type of disability which is related to mostly word problems solving difficulties as it
involves decoding and interpreting the alphabetical questions into the mathematical or
numerical terms. This is an issue or disorder for most of the students and need to be handled
effectively by the teachers at the school. Moreover, it focuses on the para phrasing of the
words in the word problem, which make it easier to understand by the high WMC index
children, as they have comparatively strong cognitive capacity in comparison to the student
with low WMC index, who require additional and easier interventions other than the
paraphrasing. The point of disagreement lies in this journal article as it does talk about the
generative interventions that needs to be effectively implemented in improving the disability
but cannot deduce the influence of the WMC on the problem-solving issue in mathematics
that has been distinctly observed. It only provides with the screening method that can be used
on the selected set of students to differentiate them on the basis of their mathematical
cognitive abilities (Swanson, et al., 2014). The use of working memory capacity abbreviated
as WMC is greatly effective in learning the mathematical disabilities among the students. The
WMC index is dependent on the cognitive abilities and capacity of the student. Hence, the
student with high WMC but at the risk of developing mathematical disability are cognitively
stronger in comparison to one with the low WMC index (Soares, et al., 2018). In the Maltese
classroom practice, for the students having the mathematical disability or can be termed as
dyscalculia are screened and the interventions are taken to improve the condition or to make
the learning process less difficult and more understand in simple way. In this article they have
discussed about the role of WMC in asking the disability while in a study on Maltese
students, Numicon system was used to screen out the one with disabilities. Apart from this,
special interventions are being taken by the teachers to look for the students with mental
disability (inspire, 2015).

TASK 2
References
inspire, 2015. Why are children failing in maths while doing well in other subjects?. [Online]
Available at: https://inspire.org.mt/children-failing-maths-well-subjects/
[Accessed 04 03 2020].
Soares, N., Evans, T. & Patel, D. R., 2018. Specific learning disability in mathematics: a
comprehensive review. Translational Pediatrics, 01, 7(1), pp. 48-62.
Swanson, L. S., Moran, A., Lussier, C. & Fung, W., 2014. The Effect of Explicit and Direct
Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in
Children at Risk for Math Difficulties. Learning Disability Quarterly , 37(2), pp. 111-123.