Article Dans Une Revue npj Science of Learning Année : 2025

Distinct neural representational changes following cross-format number tutoring in children with mathematical difficulties

Résumé

Children with mathematical difficulties (MD) often struggle to connect abstract numerical symbols with corresponding nonsymbolic quantities, a foundational skill for mathematical development. We evaluated a 4-week personalized cross-format number (CFN) tutoring program designed to strengthen these symbolic-nonsymbolic mappings in children with MD aged 7-10 years. CFN tutoring was associated with significant improvements in numerical and arithmetic fluency. Neural representational similarity (NRS) analysis revealed that deficient cross-format NRS in children with MD was normalized following tutoring, aligning with pre-tutoring levels of typically-developing (TD) peers. This normalization was most pronounced in parietal and parahippocampal regions known to support quantity and spatial representation. We observed a distinctive pattern of neural plasticity across groups-children with MD showed increased cross-format NRS following tutoring, while TD children showed a decrease-suggesting a nonlinear, skill-dependent plasticity. These findings underscore the need for developmentally tailored interventions to support children with MD through targeted, evidence-based strategies.

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hal-05548156 , version 1 (11-03-2026)

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Yunji Park, Yuan Zhang, Flora Schwartz, Teresa Iuculano, Hyesang Chang, et al.. Distinct neural representational changes following cross-format number tutoring in children with mathematical difficulties. npj Science of Learning, 2025, 10, pp.52. ⟨10.1038/s41539-025-00345-y⟩. ⟨hal-05548156⟩
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