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. 2022 Aug 29;65(3):238-243.
doi: 10.33160/yam.2022.08.010. eCollection 2022 Aug.

Predicting Mathematical Learning Difficulties Using Fundamental Calculative Ability Test (FCAT)

Sawako Ohba  1 , Tatsuya Koeda  2 , Masayoshi Oguri  3 , Tohru Okanishi  4 , Yoshihiro Maegaki  4
Affiliations

Predicting Mathematical Learning Difficulties Using Fundamental Calculative Ability Test (FCAT)

Sawako Ohba et al. Yonago Acta Med. .

Abstract

Background: Mathematical learning difficulty (MLD) during school years results from several factors, including dyscalculia. Traditional diagnostic tests for dyscalculia are time intensive and require skilled specialists. This prospective cohort study aimed to reveal that the less time intensive Fundamental Calculative Ability Test (FCAT), administered in first grade, can predict the outcome of mathematical school achievement, which was measured with the curriculum-based mathematical test for second grade (1.2 years after FCAT).

Methods: A total of 362 Japanese first- and second-grade children participated. A new quick test measuring fundamental calculative abilities, the FCAT, ordinal, radix, addition, and subtraction, was conducted for the first graders (mean age: 7.1 years). Mathematical school achievement was measured during the tests [mathematics curriculum-based test in Tottori Prefecture (MCBT)] for first (MCBT-1, mean age: 7.3 years) and second graders (MCBT-2, mean age: 8.3 years). We analyzed the associations between FCAT and MCBT-1 and 2 using univariate regression analysis, and cutoff values for mathematical learning difficulty (MLD) at MCBT-2 using the rating operation curve and Youden index. MLD was set as a score of lower than 20% on the MCBT.

Results: The FCAT score was significantly associated with the MCBT-1 (regression coefficient: 0.67, P < 0.001) and MCBT-2 scores (regression coefficient: 0.50, P < 0.001). A cutoff value of 47 points (deviation score: 47) at the FCAT score predicted MLD at MCBT-2 (sensitivity: 0.77, specificity: 0.73). For 62 participants with MLD at MCBT-1 score, FCAT scores below the cutoff value of 40 points (deviation score: 35) were at high risk of MLD at MCBT-2 (odds ratio: 6.2).

Conclusion: The FCAT is easily conducted in a short time during regular schools and can predict mathematical school achievement. It can be used for the early diagnosis of children with mathematical problems.

Keywords: dyscalculia; early diagnosis; education; learning disabilities; mathematics; quick test.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Fig. 1.
Fig. 1.
Entry and test flow of the participants. FCAT, fundamental calculative ability test (performed at 1st grade); MCBT-1/2, math curriculum-based test Tottori prefecture at 1st/2nd grades. y, years of age.
Fig. 2.
Fig. 2.
Category, examples of questions, test time and numbers of questions in Fundamental Calculative Ability Test (FCAT).
Fig. 3.
Fig. 3.
The risks of mathematical learning difficulty with mathematical school achievement tests for the 1st grade by the results of FCAT. FCAT, fundamental calculative ability test; MCBT-1/2, math curriculum-based test Tottori prefecture for the 1st/2nd grades. We used the rate operating curve and Youden index for statistical analyses.
See this image and copyright information in PMC

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