Abstract
Children with learning disabilities in mathematics (MLD) often struggle to master multiplication facts. This difficulty can be explained by their sensitivity to interference, an important factor that complicates retrieval when similar facts overlap and hinders the consolidation of multiplication facts in long-term memory. This digital intervention pilot study examined these challenges by comparing an interference-aware approach to a deliberate practice approach, targeting children with MLD in Grades 4–6. Both groups improved significantly, with no significant differences between approaches. However, a positive trend toward greater improvement using the interference-aware approach was observed among children with higher sensitivity to interference. Development in multiplication fluency predicted performance in multiplication word problems, highlighting the link between basic fact fluency and mathematical problem solving.
| Original language | English |
|---|---|
| Journal | Learning Disabilities Research & Practice |
| DOIs | |
| Publication status | Published - 20 Sept 2026 |
| MoE publication type | A1 Journal article-refereed |
Keywords
- digital intervention
- Educational technology
- mathematics
- multiplication
- Interference
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