Combined Math and Memory Training for Dyscalculia

Overseen By Marcia A. Barnes, Ph.D.

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Vanderbilt University

Disqualifiers: Non-participating school, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 51

Duration: 15 weeks

300 Participants Needed

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial aims to determine if a combination of math problem-solving and working memory training (Coordinated Treatment) can enhance math skills more effectively than math training alone in first graders at risk for math disabilities. Researchers seek to understand if improving working memory aids math learning and vice versa. The study includes three groups: one receives both math and memory training, another receives math and reading training, and a control group follows the usual school program. Children who may qualify for this trial attend a participating school in the Nashville area and show challenges with math and working memory based on screening tests. As an unphased trial, this study provides a unique opportunity for children to improve their math skills through innovative training methods.

Do I have to stop taking my current medications for the trial?

The trial information does not specify whether participants need to stop taking their current medications. It seems focused on educational interventions, so it's unlikely that medication changes are required.

Is there any evidence suggesting that this trial's treatments are likely to be safe?

Research shows that the treatments tested in this trial are generally well-tolerated. Studies on memory exercises combined with math practice have demonstrated positive results without major safety issues. These treatments aim to assist children with math difficulties, such as dyscalculia, by enhancing memory skills to improve math learning.

Although specific data on side effects for these treatments is limited, similar educational programs have been safely used in schools. The treatments involve computer-based training, which has been safely integrated into learning plans for students with learning challenges. In this study, the treatments are non-invasive, focusing on mental skills rather than physical procedures, which typically results in a lower risk of side effects. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about the combined math and memory training treatment for dyscalculia because it integrates standard math instruction with innovative computerized working memory exercises. Unlike traditional methods that focus solely on math skills, this approach aims to enhance cognitive functions that support cross-domain learning, potentially improving both math and memory capabilities. By synchronizing these elements, the treatment offers a comprehensive strategy that targets the root cognitive challenges many individuals with dyscalculia face, which could lead to more effective and lasting improvements.

What evidence suggests that this trial's treatments could be effective for improving math skills in first graders at risk for math disabilities?

This trial will compare a Coordinated Treatment approach with a Math Treatment approach for children with dyscalculia. Research has shown that combining math problem-solving with memory training, as in the Coordinated Treatment group, can improve math skills in these children. One study found that programs focusing on both thinking and math skills led to moderate improvement in math performance. Additionally, memory training helps the brain adapt and enhances learning in math. Starting these treatments early, such as in first grade, can lead to better results. Overall, these findings suggest that combining math and memory training, as tested in this trial, could benefit children who struggle with math. ^{6 7 8 9 10}

Are You a Good Fit for This Trial?

This trial is for first graders at risk for math disabilities. To join, they must be eligible based on two testing sessions. Children with certain conditions that might interfere with the study or who are already receiving other specialized interventions may not qualify.

Inclusion Criteria

Attends a participating school in the Metropolitan-Nashville Public Schools

Is a member of a first-grade classroom whose teacher has agreed to let his/her students participate

Scores below the 30th percentile on the study's screening math test

Exclusion Criteria

Does not attend a participating school in the Metropolitan-Nashville Public Schools

Is not a member of a first-grade classroom whose teacher has agreed to let his/her students participate

Does not have the available school schedule to participate

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2 sessions

2 visits (in-person)

Pretesting

Children are tested before the intervention begins to assess baseline cognitive and math skills

1 session

1 visit (in-person)

Treatment

Participants receive 35 minutes of tutoring three times per week for 15 weeks, focusing on math word problem solving and working memory training

15 weeks

45 visits (in-person)

Posttesting

Participants are tested twice after the intervention ends to assess immediate effects

2 sessions

2 visits (in-person)

Follow-up

Participants are monitored to assess the long-term effects of the intervention near the end of second grade

1 year + 20 weeks

1 visit (in-person)

What Are the Treatments Tested in This Trial?

Interventions

• Coordinated Treatment
• Math Treatment

Trial Overview The study tests if a special math word problem solving intervention combined with working memory training improves math skills more than just the math intervention alone. It also explores whether improving one skill helps the other (bidirectionality).

How Is the Trial Designed?

Group I: Coordinated Treatment Experimental Treatment 1 Intervention

The coordinated treatment group receives standard-of-care math treatment + computerized working memory training, provided contiguously \& with coordinated supports for cross-domain transfer.

Group II: Math Treatment Active Control 1 Intervention

The math treatment group receives standard-of-care math treatment + computerized reading instructional activities.

Group III: Control Active Control 1 Intervention

The control group receives only the conventional school program, including classroom instruction and school-provided intervention.

Who Is Running the Clinical Trial?

Vanderbilt University

Lead Sponsor

Trials

714

Recruited

6,143,000+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials

2,103

Recruited

2,760,000+

Citations

1. sciencedirect.com sciencedirect.com/science/article/abs/pii/S221160952300009X

Effectiveness of cognitive and mathematical programs on ... Eight studies implemented cognitive training for improving cognitive abilities or mathematical abilities in children with dyscalculia and mathematical ...

2. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC6440373/

The Diagnosis and Treatment of Dyscalculia - PMC The mean effect size found across all intervention trials was 0.52 (95% confidence interval [0.42; 0.62]). Treatment should be initiated early on in the primary ...

3. researchgate.net researchgate.net/publication/261767290_The_Effect_of_Applying_Memory_program_on_Students_with_Mathematics_Learning_Disability

(PDF) The Effect of Applying Memory program on Students ... Mathematics learning disabilities were discussed as a disorder in the third edition of Diagnostics and Statistical Manual of Mental Disorders in 1980.

4. med.stanford.edu med.stanford.edu/content/dam/sm/scsnl/documents/Menon_Padmanabhan_Schwartz_Cognitive-neuroscience-of-dyscalculia-and-math-learning-disabilities.pdf

Cognitive neuroscience of dyscalculia and math learning ... Overall, the results of cognitive training studies in children point to plasticity of multiple brain circuits associated with the ...

5. doi.org doi.org/10.1016/bs.irrdd.2023.08.004

Effectiveness of cognitive and mathematical programs on ... The chapter aims to synthesize the experimental studies testing training programs for supporting cognitive and mathematical abilities of children with ...

6. withpower.com withpower.com/trial/phase-dyscalculia-7-2025-5f0c9

Combined Math and Memory Training for Dyscalculia This N/A medical study run by Vanderbilt University is evaluating whether Coordinated Treatment and Math Treatment will have tolerable side ...

7. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC12582958/

Charting the knowledge landscape of mathematics learning ... Mathematical Learning Disabilities (MLD) impact 5–10% of school-age children globally, with associated academic challenges and mental health ...

8. dl.acm.org dl.acm.org/doi/10.1145/3713043.3731515

Supporting Mathematical Training for Children with ... We present a technical design exploration featuring three prototype applications that support students with dyscalculia (grades 1–9) through ...

9. files.eric.ed.gov files.eric.ed.gov/fulltext/EJ1429347.pdf

Working Memory Sensitive Math Intervention in Students ... This study examines the effects of a working memory (WM) sensitive math intervention in students with learning disabilities (LD). The intervention.

10. edweek.org edweek.org/teaching-learning/dyscalculia-and-dyslexia-reading-disabilities-offer-insights-for-math-support/2023/05

Dyscalculia and Dyslexia: Reading Disabilities Offer ... Dyscalculia , a severe, persistent learning disability in mathematics, affects about 5 percent to 8 percent of school-age children nationwide.