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Intervention on Mathematical Problem-Solving Skills
Sponsor: Stanford University
Summary
The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing and remediating weaknesses in arithmetic skills in children, including those with mathematical learning disabilities.
Official title: Interventions in Math Learning Disabilities: Cognitive and Neural Correlates
Key Details
Gender
All
Age Range
6 Years - 12 Years
Study Type
INTERVENTIONAL
Enrollment
160
Start Date
2026-09
Completion Date
2031-09
Last Updated
2026-08-24
Healthy Volunteers
Yes
Conditions
Interventions
Speeded practice training
Speeded practice training includes activities that focus solely on enhancing arithmetic fluency.
Arithmetic strategy training
Arithmetic strategy training includes activities that progressively develop the efficient use of arithmetic problem-solving strategies.
Locations (1)
Stanford University
Palo Alto, California, United States