Mathematical competencies in children with different types of learning difficulties.

Andersson, Ulrika

doi:10.1037/0022-0663.100.1.48

Cited by 98 publications

(133 citation statements)

References 77 publications

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“…Although, in general, verbal working memory was found to be as important as visual working memory in fourth graders, the difference between MLD and TD children is especially visible in visual working memory, which is in accordance with former literature (Ashkenazi et al, 2013;Szucs et al, 2013). This finding may be explained by the same mechanism that explains why visual working memory is more important in elementary math, while verbal working memory is more involved in later math (Van der Ven et al, 2013; Van de WeijerBergsma, : Children with MLD have difficulties with automatizing facts and procedures (e.g., Andersson, 2008;Geary et al, 2012), which leads to math problems being relatively 'new' for them, because they can't rely on memorized facts and procedures. Visual spatial working memory seems to be more involved in new problems, and thus in the problem solving of children with MLD.…”

Section: Creativity In Mathematics 432supporting

confidence: 80%

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Kroesbergen¹,

Schoevers²

2017

J. Numer. Cogn.

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In this study, it was investigated how domain-specific (number sense) and domain-general (working memory, creativity) factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old participated. Several tests to measure math ability, mathematical creativity, number sense, verbal and visual spatial working memory and creativity were administered. Data were analyzed with a series of correlation and regression analyses. Number sense, working memory and creativity were all found to be important predictors of academic and creative mathematical ability. Furthermore, groups with math learning disabilities (MLD) and mathematical giftedness (MG) were compared to a typically developing (TD) group. The results show that the MLD group scored lower on number line estimation and visual spatial working memory than the TD group, while the MG group differed from the TD group on visual spatial working memory and creativity. It is concluded that creativity plays a significant role in mathematics, above working memory and number sense. Research on individual differences in the development of mathematical cognition has pointed to two main underlying cognitive factors: number sense and working memory (e.g., Fuchs, Geary, Compton, Fuchs, Hamlett, & Bryant, 2010;Geary, 2010). Number sense (NS) could be seen as the domain-specific precursor of mathematics. Working memory is a domain-general predictor, not only in mathematical development but also in other academic areas. Although several other cognitive factors have been related to math, such as processing speed (e.g., Peterson et al., 2017;Willcutt et al., 2013), or phonological skills (e.g., Barnes et al., 2014;Slot, Van Viersen, De Bree, & Kroesbergen, 2016), working memory and number sense together explain a substantial part of the variance in mathematics (e.g., 48-50% in Kroesbergen & Van Dijk, 2015; 24-28% in Toll, Kroesbergen, & Van Luit, 2016). These two factors are not only related to mathematics in typically developing (TD) children, but they have also repeatedly been found to explain differences between children with mathematical learning disabilities (MLD) and TD children (e.g., Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007;Mazzocco, Feigenson, & Halberda, 2011;Mussolin, Mejias, & Noël, 2010;Piazza et al., 2010; Raghubar, jnc.psychopen.eu | 2363-8761 Barnes, & Hecht, 2010Schuchardt, Maehler, & Hasselhorn, 2008). However, from another body of research, on mathematically gifted (MG) children, another domain-general factor appears that may influence mathematics as well: Creativity (e.g., Leikin, Koichu, & Berman, 2009;Mann, 2006;Sriraman, 2005). However, studies investigating the role of creativity in mathematics have taken neither working memory nor number sense into account. The goal of the current study is to compare the role of working memory and number sense with that of creativity in the mathematical abilities of both TD children as well as children with MLD and MG children in fourth grade....

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Section: Creativity In Mathematics 432supporting

confidence: 80%

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Kroesbergen¹,

Schoevers²

2017

J. Numer. Cogn.

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“…Tal variação é condizente com os valores utilizados em outras pesquisas (por exemplo, Bull & Johnson, 1997;Geary et al, 2004;Geary et al, 1999;Orrantia, Martínez, Morán, & Fernán-dez, 2002 New Zealand, 2007). Na ausência de uma normatização para esse material foi realizada uma tradução e adaptação pela primeira autora do presente artigo, a qual constou de sua tese de doutorado (Costa, 2009 A resposta era considerada como utilizando um processo apoiado na memória, quando a criança respondia imediatamente, após a apresentação do cálculo, considerando 3 segundos, o tempo máximo de resposta apontado na literatura (Andersson, 2008;Russell & Ginsburg, 1984).…”

Section: Métodounclassified

“…Ou seja, há evidências de que o armazenamento e/ou o acesso automático e preciso dos fatos aritméticos básicos da memória de longo prazo, são habilidades prejudicadas em estudantes com TDAH (Miranda-Casas et al, 2009), principalmente as do subtipo desatento (TDAH-D) e combinado (TDAH-C; Marshall, Hynd, Handwerk, & Hall, 1997). Tal recuperação, ou domínio de um fato básico (conforme Van de Walle, 2009), refere-se à habilidade de alcançar a resposta correta de forma rápida (geralmente de 2 a 3 segundos, segundo Andersson, 2008) e precisa, sem a necessidade de recorrer a expedientes auxiliares, como a contagem. Entende-se como fatos básicos aritméticos as combinações, de adição, subtração, multiplicação e divisão, entre dois fatores menores que dez (Van de Walle, 2009).…”

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Identificação dos procedimentos de contagem e dos processos de memória em crianças com TDAH

Costa¹,

Dorneles²,

Rohde³

2012

Psicol. Reflex. Crit.

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ResumoO armazenamento e/ou o acesso automático dos fatos aritméticos da memória de longo prazo têm sido apontados como habilidades prejudicadas em crianças com Transtorno de Déficit de Atenção/Hiperatividade (TDAH). Em vista disso, esses estudantes acabam por utilizar procedimentos de contagem mais imaturos do que seus pares sem dificuldades. O objetivo principal deste estudo foi identificar os procedimentos de contagem e os processos de memória utilizados por um grupo de 28 estudantes com diagnóstico de TDAH do tipo com predomínio de desatenção (TDAH-D) ou do tipo combinado (TDAH-C). Os resultados indicaram que os estudantes continuam usando procedimentos de contagem considerados imaturos além da série esperada e que, dentre os processos de memória, a decomposição foi o mais usado. Palavras-chave: TDAH, dificuldades aritméticas, fatos básicos, Educação Especial. AbstractThe storage and/or automatic and accurate access of basic facts of addition from the long term memory seem to be impaired in children with Attention Deficit/Hyperactivity Disorder (ADHD). As a result, such group of students ultimately uses more immature counting procedures than their peers without the disorder. The aim of this study is to identify and describe the counting procedures and memory processes used by a group of 28 students, aged between 8 and 14 years old, with ADHD predominantly inattentive type (ADHD-PI) or combined type (ADHD-C). The results indicated that students with ADHD were still using counting procedures considered immature for the expected grade and that, among the memory processes, the decomposition was the most used one.

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“…This information would presumably guide testers to help children through the solving process and to provide rich information about children's need for instruction. In particular, because children with arithmetic difficulties may, besides having difficulties with math skills, also have deficits related to specific multi-step problem-solving processes such as establishing a problem representation and developing a solution plan (Andersson, 2008;Bryant, Bryant & Hamill, 2000;Mädamürk, Kikas & Palu, 2016). We therefore developed six scenario-protocols for each step in the problem solving process of the complex version of the Seria-Think Instrument (Tzuriel, 1998;.…”

Section: Research Aimsmentioning

confidence: 99%

Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties

Bosma¹,

Stevenson²,

Resing³

2017

JETS

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In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing procedures in educational settings.

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Mathematical competencies in children with different types of learning difficulties.

Cited by 98 publications

References 77 publications

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Creativity as predictor of mathematical abilities in fourth graders in addition to number sense and working memory

Identificação dos procedimentos de contagem e dos processos de memória em crianças com TDAH

Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties

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