Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover whether children may move in or out of these subtypes over time. This study set out to identify the subtypes of mathematical difficulties as well as their stability. Using cluster analyses, we discovered 5 distinctive subtypes among children with mathematical difficulties over the first 2 years of elementary school: the number sense deficit subtype, the numerosity coding deficit subtype, the symbolic deficit subtype, the working memory subtype, and a mild difficulty group. These subtypes showed moderate stability. While some subtypes appeared to be somewhat stable over time, some developed into another profile of deficits and still some emerged only at later points in the development. Understanding the cognitive profiles of different subtypes of mathematical difficulties can better help researchers and educators to devise intervention strategies that build on what the children are able to do and improve what they are still struggling. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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数学困难的亚型及其稳定性。

有些孩子在数学上很挣扎。在这些孩子中，有些人可能是数学上有困难的学习者。虽然研究表明多种缺陷是数学困难和可能的亚型的潜在原因，但尚未完全了解这些亚型的认知特征。此外，我们还没有发现随着时间的推移，儿童是否会移入或移出这些亚型。本研究旨在确定数学困难的亚型及其稳定性。使用聚类分析，我们在小学前 2 年有数学困难的儿童中发现了 5 种不同的亚型：数感缺陷亚型、数字编码缺陷亚型、符号缺陷亚型、工作记忆亚型和轻度困难组. 这些亚型表现出中等稳定性。虽然有些亚型随着时间的推移似乎有些稳定，但有些亚型发展为另一种缺陷特征，而有些亚型仅在发展的后期才出现。了解数学困难不同亚型的认知特征可以更好地帮助研究人员和教育工作者制定干预策略，以建立在儿童能够做的基础上并改善他们仍在努力的事情。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）了解数学困难不同亚型的认知特征可以更好地帮助研究人员和教育工作者制定干预策略，以建立在儿童能够做的基础上并改善他们仍在努力的事情。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）了解数学困难不同亚型的认知特征可以更好地帮助研究人员和教育工作者制定干预策略，以建立在儿童能够做的基础上并改善他们仍在努力的事情。（PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）