Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model

Abstract

Studies on developmental dyscalculia (DD) have tried to identify a basic numerical deficit that could account for this specific learning disability. The first proposition was that the number magnitude representation of these children was impaired. However, Rousselle and Noël (2007) brought data showing that this was not the case but rather that these children were impaired when processing the magnitude of symbolic numbers only. Since then, incongruent results have been published. In this paper, we will propose a developmental perspective on this issue. We will argue that the first deficit shown in DD regards the building of an exact representation of numerical value, thanks to the learning of symbolic numbers, and that the reduced acuity of the approximate number magnitude system appears only later and is secondary to the first deficit.

Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory

“…It is assumed that the skills in question become important only after the age of eight years (Noël & Rouselle, 2011). This assumption is supported by findings, where nonsymbolic task performance failed to account for individual differences in early age math achievement (e.g.…”

“…Others, however, support that nonsymbolic approximation skills are not determinant for early mathematics achievement (LeCorre & Carrey, 2007;Noël & Rouselle, 2011). It is assumed that the skills in question become important only after the age of eight years (Noël & Rouselle, 2011).…”

“…However, the differential role that nonsymbolic and symbolic approximate magnitude skills play in the early development of children's math proficiency and deficiency is an ongoing discussion in the literature (e.g. Gilmore, et al, 2010;Holloway & Ansari, 2009;Mundy & Gilmore, 2009;Noël & Rouselle, 2011).…”

Behavioral inhibition in children with learning disabilities

“…Besides the important emphasis on a number representation (Butterworth, 1999;2005;Noël & Rouselle, 2011), studies focus on executive functioning as well (Bull & Scerif, 2001;D'Amico & Passolunghi, 2009;De Weerdt, Desoete & Roeyers, 2012). Research has shown that inhibition is predictive for mathematical abilities and necessary in math performance for the active suppression of immature or incorrect strategies (Bull & Scerif, 2001).…”

“…As a consequence, results may be influenced by the type of stimulus (Censabella & Noel, 2005;Noël & Rouselle, 2011). The evidence for the modality specificity hypothesis in children with MD and RD is mixed.…”