A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application

Abstract

Abstract-Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected for the given age, education and intelligence. However, current cognitive developmental neuropsychological studies suggest that not only the core numerical but also the cognitive skills of children with developmental dyscalculia present deficits. The main aim of the proposed research protocol was to construct a battery of six tests that can be delivered by computer in order to screen children's arithmetic and cognitive skills. The hypothesis of the study was that children that are already diagnosed by paper and pencil tests as dyscalculic will present lower scores and larger time latencies not only in mathematical but also in cognitive tasks. A total of 134 right handed children (74 male and 60 female, age range 8 -12 years) participated in this study. The students with disorders in mathematics (N= 67, 37 male and 30 female age range 8 -12 years M= 10.15 SD=1.10) had a statement of dyscalculia after assessment at a Centre of Diagnosis, Assessment and Support, as it is required by Greek Law. A comparison group without any learning disabilities was individually matched with the dyscalculic group according to age, sex and grade (N=67, 37 male and 30 female, age range 8 -12 years old, M=10.24 SD=1.12). Statistical analysis revealed that children with dyscalculia had statistically significant lower mean scores of correct answers and larger time latencies in all tasks compared to their average peers that participated in the comparison group. These findings suggest that children with dyscalculia present several deficits on cognitive systems apart from the core numerical ones. The results are discussed in relation to the use of computers as screening tools for children with learning disabilities.

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities

“…Some screeners include both domain-specific and domain-general abilities. Zygouris, Vlachos, Dadaliaris, et al (2017) [ 157 ] developed a screener that includes both the domain-specific abilities of calculation, numerical concepts, and problem-solving and the domain-general abilities of visual discrimination, working memory, and inhibition. Eteng-Uket (2023) [ 158 ] developed a dyscalculia test in Nigeria, which included the domain-specific abilities of number sense and arithmetic operations, and the domain-general ability of working memory.…”

Implementing a Web Application Screener for Preschoolers: Executive Functions and School Readiness

“…The use of computer-based neuropsychological assessment has been significantly increased in clinical diagnosis practice across a variety of specialties, including the evaluation of neuroscience and cognition learning disabilities [27], human computer biological signals interaction [28], and neurologic patients [29]. It is possible to precisely control variables for measuring cognitive functions, such as reaction time, correct or incorrect responses, error types, and the administration of direct stimuli, when using computer-based neuropsychological assessment to diagnose various clinical disorders in neuroscience [27]. Children today appear to be more engaged in their education, since they have access to electronic tools to help them with their homework [27].…”

Students' Perception about the Use of an Educational Web Application During the COVID-19 Pandemic

“…For example, GeoGebra allows updating the activities of Mathematics courses because this web application facilitates the creation of graphs and the identification of coordinates for linear, quadratic, exponential and logarithmic functions (Salas-Rueda & Salas-Rueda, 2019). The benefits of web applications in the educational field are the consultation with information, interaction with school content and active participation of the students from any location (Choiriyah et al, 2022;Zygouris et al, 2017).…”