Notice of Clarification to Program Announcements "Development of Mathematical Cognition and Reasoning and the Prevention of Math Learning Disabilities" PA-12-248 (R01); PA-12-247 (R03); PA-12-246 (R21)

Notice Number: NOT-HD-12-032

Update: The following update relating to this announcement has been issued:

Key Dates
Release Date: November 5, 2012

Related Announcements
PA-12-246; PA-12-247; PA-12-248 

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

Purpose

The purpose of this Notice is to clarify and update the appropriateness of various research populations in investigations of the development of mathematical cognition and reasoning and the prevention of math learning disabilities, Part 2, Section I. Funding Opportunity Description of the Research Scope and Objectives and Examples of Research Topics, for applications submitted in response to PA-12-248 (R01), PA-12-247 (R03), and PA-12-246 (R21) "Development of Mathematical Cognition and Reasoning and the Prevention of Math Learning Disabilities".

NIH defines "children" as any person up to the age of 21 years old.  Because development of mathematical skills continue at least through all years of schooling, for the purposes of these Program Announcements, it may be appropriate for some investigations to include students who are older than 21 years of age (e.g., college students).  As appropriate to the research questions, participants may be typically or atypically developing individuals.

The inclusion of animal research, including but not limited to animal models of math cognition and comparative animal math cognition, may be appropriate to expand and elaborate our understanding of human math cognition and reasoning, and math learning disabilities.

Part 2. Full Text of Announcement
Section I. Funding Opportunity Description

Current Research Scope and Objectives

The overall objectives of this FOA include:
1) identify the critical (necessary and sufficient) biological, cognitive, and behavioral components and dynamic developmental sequence, including sensitive periods, necessary for the normal development of mathematical cognitive abilities and reasoning (e.g., counting, arithmetic, geometry, algebra), including early and normative milestones;

2) identify the biological, cognitive, environmental, and behavioral factors that contribute to and/or restrict the developmental plasticity of mathematical cognitive abilities, and may be used to improve prevention, identification, and classification of children with MLD (including theoretically-grounded approaches to identification and classification);

3) develop and test well-defined, evidence-based prevention interventions for populations at high risk for mathematics learning disability such as children raised in poverty, and those with predisposing genetic or medical conditions (e.g., velocardiofacial syndrome, deafness, and iatrogenic conditions such as chemotherapy-associated math learning deficits), where the intervention’s effectiveness can be shown to be both sustainable and generalizable;

4) develop and test well-defined, evidence-based remediating or treatment interventions, the effectiveness of which can be shown to be both sustainable and generalizable.

Such foundational knowledge should ultimately improve math instruction for all children, including those who struggle with math facts, concepts, application, and achievement. Promoting better math reasoning and mathematical ability in the American population is likely to have significant impacts on the health, academic and career achievement, and economic wellbeing of its citizens, as well as enable a competitive STEM workforce.

Clarified Research Scope and Objectives

The current Research Scope and Objectives are clarified by the inclusion of the following italicized text:
1) identify the critical (necessary and sufficient) biological, cognitive, and behavioral components and dynamic developmental sequence, including sensitive periods, necessary for the normal development of mathematical cognitive abilities and reasoning in animal models, studies of comparative cognitive neurobiology, and in children and young adults (e.g., counting, arithmetic, geometry, algebra), including early and normative milestones in children;

2) identify the biological, cognitive, environmental, and behavioral factors that contribute to and/or restrict the developmental plasticity of mathematical cognitive abilities in animal models, studies of comparative cognitive neurobiology, and in children, and may be used to improve prevention, identification, and classification of children with MLD (including theoretically-grounded approaches to identification and classification).

Updated Examples of Research Topics

The following are added to Examples of Research Topics as examples of appropriate application research topics.  In addition to the topics previously published in the referenced Program Announcements, appropriate topics include but are not limited to:

All other aspects of these FOAs remain the same.  

Inquiries

Please direct all inquiries to:

Kathy Mann Koepke, PhD
Program Director
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Telephone: 301-435-6855
Fax: 301-451-5650
Email: KMK@nih.gov


Weekly TOC for this Announcement
NIH Funding Opportunities and Notices


Office of Extramural Research (OER) - Home Page Office of Extramural
Research (OER)
  National Institutes of Health (NIH) - Home Page National Institutes of Health (NIH)
9000 Rockville Pike
Bethesda, Maryland 20892
  Department of Health and Human Services (HHS) - Home Page Department of Health
and Human Services (HHS)
  USA.gov - Government Made Easy
NIH . . . Turning Discovery Into Health

Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, Audio or Video files, see Help Downloading Files.