title: Mathematics difficulties in children born very preterm: current research and future directions.
abstract: Children born very preterm have poorer attainment in all school subjects, and a markedly greater reliance on special educational support than their term-born peers. In particular, difficulties with mathematics are especially common and account for the vast majority of learning difficulties in this population. In this paper, we review research relating to the causes of mathematics learning difficulties in typically developing children, and the impact of very preterm birth on attainment in mathematics. Research is needed to understand the specific nature and origins of mathematics difficulties in very preterm children to target the development of effective intervention strategies.
authors.affiliation: Department of Health Sciences, University of Leicester, Leics, UK.
authors.forename: Victoria
authors.initials: V
authors.lastname: Simms
authors.forename: Lucy
authors.initials: L
authors.lastname: Cragg
authors.forename: Camilla
authors.initials: C
authors.lastname: Gilmore
authors.forename: Neil
authors.initials: N
authors.lastname: Marlow
authors.forename: Samantha
authors.initials: S
authors.lastname: Johnson
mesh_terms: D003072:Cognition Disorders / Q000209:etiology*; D006801:Humans; D062071:Infant, Extremely Premature / Q000523:psychology*; D007231:Infant, Newborn; D019102:Infant, Very Low Birth Weight / Q000523:psychology*; D007859:Learning Disabilities / Q000453:epidemiology / Q000209:etiology*; D008433:Mathematics
keywords: Child Psychology; Neonatology; Neurodevelopment