Abstract Two age groups of children with math learning disabilities (MLD) (mean age (years; months): 12;2 [sixth graders], and 13;10 [eighth graders]) and four age groups of typically achieving (TA) children (mean age: 7;8, 8;9, 9;7 and 11;9, for second, third, fourth, and sixth graders, respectively) as well as adults performed a simple multiplication production test. Four aspects of performance were compared: retrieval vs. procedural frequency, accuracy, response times, and error plausibility (implausible errors were defined as either far, five- or parity-rule violating, non-table, or decade inconsistent errors). MLD sixth graders performed similar to TA second graders. MLD eighth graders improved only on easy problems (i.e., problems involving numbers ≤5 and duplicate numbers) and performed similar to TA fourth graders. Number sense development in children with MLD is discussed.

中文翻译：

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数学学习障碍儿童和典型成就者的乘法事实和数感

摘要 有数学学习障碍 (MLD) 儿童的两个年龄组（平均年龄（岁；月）：12;2 [六年级学生]和 13;10 [八年级学生]）和四个年龄组的典型成绩 (TA) 儿童（平均年龄：7;8, 8;9, 9;7 和 11;9，分别为二年级、三年级、四年级和六年级学生）以及成年人进行了简单的乘法产生测试。性能的四个方面进行了比较：检索与程序频率、准确性、响应时间和错误可信度（不可信错误被定义为远、五或奇偶规则违反、非表格或十年不一致的错误）。MLD 六年级学生的表现与 TA 二年级学生相似。MLD 八年级学生仅在简单问题（即涉及数字≤5 和重复数字的问题）上有所提高，并且表现与 TA 四年级学生相似。