A4
Tracks
Track 1 | Shaping the future of learning
| Friday, February 13, 2026 |
| 3:30 PM - 4:00 PM |
| Ballroom A |
Overview
Understanding Cognitive Contributions to Mathematics Difficulties: Implications for Assessment and Individualised Intervention
(30 min PRES) Jane Wotherspoon, Michelle Ann Noppe
Speaker
Dr Jane Wotherspoon
Educational And Developmental Psychologist
Speld Qld
Understanding Cognitive Contributions to Mathematics Difficulties: Implications for Assessment and Individualised Intervention
3:30 PM - 4:00 PMSubmission/ Abstract
Aim:
This presentation aims to deepen understanding of the diverse cognitive contributors to mathematical learning difficulties and demonstrate how targeted assessment can inform more effective, individualised interventions.
Content:
Mathematics difficulties are frequently under-identified, particularly when compared to reading disorders. While reading difficulties often relate to phonological processing deficits, mathematics difficulties can arise from a wide range of cognitive challenges, including working memory, processing speed, language, fluid reasoning, and visual-spatial processing. This cognitive heterogeneity can make identification and intervention more complex, but understanding the factors contributing to learning difficulties allows for flexible, targeted intervention.
Goals:
Drawing on doctoral research exploring cognitive and academic difficulties in children with cerebral palsy, who are at heightened risk of underachievement in this domain, this session will highlight how different cognitive profiles manifest in mathematical struggles. The presentation will discuss common cognitive contributors, screening and assessment tools, and how these can guide targeted intervention recommendations. It will also consider the current state of evidence for interventions for maths learning difficulties.
This presentation aims to deepen understanding of the diverse cognitive contributors to mathematical learning difficulties and demonstrate how targeted assessment can inform more effective, individualised interventions.
Content:
Mathematics difficulties are frequently under-identified, particularly when compared to reading disorders. While reading difficulties often relate to phonological processing deficits, mathematics difficulties can arise from a wide range of cognitive challenges, including working memory, processing speed, language, fluid reasoning, and visual-spatial processing. This cognitive heterogeneity can make identification and intervention more complex, but understanding the factors contributing to learning difficulties allows for flexible, targeted intervention.
Goals:
Drawing on doctoral research exploring cognitive and academic difficulties in children with cerebral palsy, who are at heightened risk of underachievement in this domain, this session will highlight how different cognitive profiles manifest in mathematical struggles. The presentation will discuss common cognitive contributors, screening and assessment tools, and how these can guide targeted intervention recommendations. It will also consider the current state of evidence for interventions for maths learning difficulties.
Learning outcomes
By the end of this session, participants will be able to:
1. Identify key cognitive domains commonly associated with mathematical learning difficulties, including working memory, processing speed, language, fluid reasoning, and visual-spatial reasoning.
2. Recognise the value of psychological assessment tools in understanding the underlying contributors to maths difficulties.
3. Apply knowledge of someone's cognitive profile to inform individualised, domain-specific intervention strategies for maths support.
1. Identify key cognitive domains commonly associated with mathematical learning difficulties, including working memory, processing speed, language, fluid reasoning, and visual-spatial reasoning.
2. Recognise the value of psychological assessment tools in understanding the underlying contributors to maths difficulties.
3. Apply knowledge of someone's cognitive profile to inform individualised, domain-specific intervention strategies for maths support.
.....
Jane is an educational and developmental psychologist currently working at Speld Qld and Queensland University of Technology. Her work involves psychoeducational assessment across the lifespan, and supervision of students in the Master of Psychology (Educational and Developmental) program at QUT. Jane previously completed a PhD with The University of Queensland. Her research focused on population-level outcomes for young people at risk of neurodevelopmental disorders, especially the population of children with cerebral palsy, and the acceptability, accessibility, and effectiveness of an online intervention designed to improve fluid reasoning skills for this population. Key professional and research interests for Jane include best practice and innovation in psychological assessment and report-writing, and ongoing evaluation of the evidence base for interventions.
Michelle-Ann Noppe
Understanding Cognitive Contributions to Mathematics Difficulties: Implications for Assessment and Individualised Intervention
3:30 PM - 4:00 PM.....
