Abstract Through a review of the literature on mathematical learning disabilities (MLD) and low achievement in mathematics (LA) we have proposed a model classifying mathematical skills involved in learning mathematics into four domains (Core number, Memory, Reasoning, and Visual-spatial). In this paper we present a new experimental computer-based battery of mathematical tasks designed to elicit abilities from each domain, that was administered to a sample of 165 typical population 5th and 6th grade students (MLD = 9 and LA = 17). Explanatory and confirmatory factor analysis were conducted on the data obtained, together with K-means cluster analysis. Results indicated strong evidence for supporting the solidity of the model, and clustered the population into six distinguishable performance groups with the MLD and LA students distributed within five of the clusters. These findings support the hypothesis that difficulties in learning mathematics can have multiple origins and provide a means for sketching students’ mathematical learning profiles.

中文翻译：

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通过对数学技能进行分类的模型来检测学习数学的优势和劣势

摘要 通过回顾有关数学学习障碍 (MLD) 和数学成绩低下 (LA) 的文献，我们提出了一个模型，将学习数学所涉及的数学技能分为四个领域（核心数、记忆、推理和视觉空间） . 在本文中，我们展示了一组新的基于计算机的实验性数学任务，旨在激发每个领域的能力，对 165 名典型的 5 年级和 6 年级学生（MLD = 9 和 LA = 17）样本进行管理。对获得的数据进行解释性和验证性因素分析，并结合 K 均值聚类分析。结果表明强有力的证据支持模型的可靠性，并将人口聚集成六个可区分的表现组，其中 MLD 和 LA 学生分布在五个集群中。这些发现支持了这样一个假设，即学习数学的困难可能有多种原因，并提供了一种描绘学生数学学习概况的方法。