Distinct neural representational changes following cross-format number tutoring in children with mathematical difficulties

Children with mathematical difficulties (MD) often struggle to connect abstract numerical symbols with corresponding nonsymbolic quantities, a foundational skill for mathematical development. We evaluated a 4-week personalized cross-format number (CFN) tutoring program designed to strengthen these symbolic-nonsymbolic mappings in children with MD aged 7-10 years. CFN tutoring was associated with significant improvements in numerical and arithmetic fluency. Neural representational similarity (NRS) analysis revealed that deficient cross-format NRS in children with MD was normalized following tutoring, aligning with pre-tutoring levels of typically-developing (TD) peers. This normalization was most pronounced in parietal and parahippocampal regions known to support quantity and spatial representation. We observed a distinctive pattern of neural plasticity across groups-children with MD showed increased cross-format NRS following tutoring, while TD children showed a decrease-suggesting a nonlinear, skill-dependent plasticity. These findings underscore the need for developmentally tailored interventions to support children with MD through targeted, evidence-based strategies.