Resumo

HAASE, Vitor Geraldi; COSTA, Annelise Júlio; ANTUNES, Andressa Moreira  e  ALVES, Isabella Starling. Cognitive Heterogeneity in Mathematical Learning Difficulties: A Literature Review. Psicol. pesq. [online]. 2012, vol.6, n.2, pp. 139-150. ISSN 1982-1247.  http://dx.doi.org/10.5327/Z1982-12472012000200007.

Technological and economic progress is associated to higher living standards at the expense of growing demands on cognitive/academic performance. Mathematical learning difficulties (MLD) represent a risk factor, potentially diminishing a society's cognitive capital. Neuropsychological diagnosis and interventions potentially improve cognitive functioning and well-being. Research data are required to plan effective and equitable public policies. Current diagnostic criteria for learning difficulties are statistical and arbitrary, resulting in clinical heterogeneity and high comorbidity rates. In this paper, we discuss possible cognitive mechanisms involved in MLD and their relationship to other disorders through a literature review. It is concluded that phonological processing, working memory, visuospatial processing and number sense are domains potentially underlying MLD. More longitudinal and integrative studies, simultaneously assessing the contribution of these several factors are required.

Palavras-chave : Mathematical learning disabilities; number sense; working memory; visuospatial abilities; review.

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