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Mathematics difficulties in children born very preterm: current research and future directions

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posted on 07.05.2014 by Victoria Simms, Samantha Johnson, Lucy Cragg, Camilla Gilmore, Neil Marlow
Children born very preterm have poorer attainment in all school subjects, and a markedly greater reliance on special educational support than their term-born peers. In particular, difficulties with mathematics are especially common and account for the vast majority of learning difficulties in this population. In this paper, we review research relating to the causes of mathematics learning difficulties in typically developing children, and the impact of very preterm birth on attainment in mathematics. Research is needed to understand the specific nature and origins of mathematics difficulties in very preterm children to target the development of effective intervention strategies.
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Funding

Dr Victoria Simms was funded by an Action Medical Research (AMR), Grant number: SP4575 project grant for the Premature Infants Skills in Mathematics (PRISM) Study. Professor Neil Marlow receives a proportion of funding from the Department of Health’s NIHR Biomedical Research Centres funding scheme at UCLH/ UCL. Dr Camilla Gilmore is supported by a British Academy Fellowship.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

SIMMS, V. ... et al, 2013. Mathematics difficulties in children born very preterm: current research and future directions. Archives of Disease in Childhood: Fetal and Neonatal Edition, 98 (5), pp. 547-463

Publisher

BMJ Publishing Group / © the authors

Version

AM (Accepted Manuscript)

Publication date

2013

Notes

This article was published in the journal, Archives of Disease in Childhood: Fetal and Neonatal Edition [BMJ Publishing Group / © the authors]. The definitive version is available at: http://dx.doi.org/10.1136/archdischild-2013-303777

ISSN

1359-2998

eISSN

1468-2052

Language

en

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