Hyesang Chang and colleagues, from Stanford University, explored why some children struggle to learn math compared to their peers in a new JNeurosci paper. Children selected which numbers were bigger than others across different trials, with quantities represented as numerical symbols or as clusters of dots. The researchers created a model based on how much performance varied over time. The model suggested that children with difficulties in learning math struggled to update their thinking approach as they continued to get different types of trials wrong.
