Mathematics difficulties: does one approach fit all?

Gifford, Sue; Rockliffe, Freda

doi:10.1080/14794802.2012.657436

Cited by 30 publications

(12 citation statements)

References 28 publications

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“…This finding is in line with the conceptualization of MLD subtypes described by several authors (e.g., Geary, 1993, 2004; Mazzocco, 2001; Temple, 1991; Wilson et al, 2006). So it can be concluded that a significant body of research suggests that mathematical ability, both in typically achieving children and in those with MLD, is made up of several components and that marked discrepancies between them are not uncommon (Cowan et al, 2011; Dowker, 2005; Dowker & Sigley, 2010; Gifford & Rockliffe, 2012; J. A. Jordan, Mulhern, & Wylie, 2009).…”

Section: Discussionmentioning

confidence: 99%

Identifying Subtypes Among Children With Developmental Coordination Disorder and Mathematical Learning Disabilities, Using Model-Based Clustering

et al. 2013

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A relationship between motor and mathematical skills has been shown by previous research. However, the question of whether subtypes can be differentiated within developmental coordination disorder (DCD) and/or mathematical learning disability (MLD) remains unresolved. In a sample of children with and without DCD and/or MLD, a data-driven model-based clustering was used to identify subgroups of individuals with relatively homogeneous profiles on measures associated with motor and mathematical skills. One subgroup of children with motor problems was found based on motor variables. Based on mathematical variables, two clinical clusters were found: a subtype with number fact retrieval problems and a subtype with procedural calculation problems. Clustering with motor and mathematical skills revealed two clinical clusters: a cluster with number fact retrieval as well as procedural calculation problems and below average motor and visual-motor integration skills. A second cluster of children had only procedural calculation and visual-motor problems. Our results raise questions about the usefulness of placing children who have below average mathematical skills into a single diagnostic category. Furthermore, we inform ongoing debates about the overlap between DCD and MLD, as below average motor skills were found in both MLD subgroups, although a different motor profile is linked to a different mathematical profile.

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Section: Discussionmentioning

confidence: 99%

Identifying Subtypes Among Children With Developmental Coordination Disorder and Mathematical Learning Disabilities, Using Model-Based Clustering

et al. 2013

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“…As Gifford and Rockliffe (2012) point out, there are many factors that might contribute to children experiencing difficulties in mathematics. So far we have highlighted the relevance of cognitive factors such as WM, but there is no doubt that other cognitive abilities, mainly involving language, may also play an important role in children’s difficulties with mathematics.…”

Section: Contribution Of Other Factors To Mathematical Abilitiesmentioning

confidence: 99%

Disentangling the effects of working memory, language, parental education, and non-verbal intelligence on childrenâ€™s mathematical abilities

et al. 2014

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It is assumed that children’s performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence, and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view of both WM and mathematics. We explored the existing relationship between different WM components (verbal and spatial) with tasks that make differential recruitment of the central executive, and simple and complex mathematical skills in a sample of 102 children in grades 4–6. The main findings point to a relationship between the verbal WM component and complex word arithmetic problems, whereas language and non-verbal intelligence were associated with knowledge of quantitative concepts and arithmetic ability. The spatial WM component was associated with the subtest Series, whereas the verbal component was with the subtest Concepts. The results also suggest a positive relationship between parental educational level and children’s performance on Quantitative Concepts. These findings suggest that specific cognitive skills might be trained in order to improve different aspects of mathematical ability.

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“…Perlu ada upaya terus menurus untuk memperbaiki kualitas pendidikan (Kaune et al, 2011;Voutsina & Ismail, 2011). Pembelajaran yang baik harus bisa memfasilitasi peserta didik untuk aktif, terlibat dalam proses, memiliki pengalaman, bekerja sama dalam kelompok, dan bekerja dengan konsep diri (Choppin, 2011;Gifford & Rockliffe, 2012;Murray, 2011;Smith, 2010).…”

Section: Pendahuluanunclassified

Teori Beban Kognitif: Peta Kognitif Dalam Pemecahan Masalah Pada Matematika Sekolah

Yohanes

Yusuf

2021

AJPM

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Penelitian ini merupakan penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan Peta Kognitif dalam pemecahan masalah berdasarkan teori beban kognitif. Penelitian dilakukan dengan tes untuk melihat peta kognitif dari peserta didik. Peta kognitif didasarkan pada pengetahuan, masalah, prosedur, dan konsep. Hasil penelitian menunjukkan bahwa dalam peta kognitif mahasiswa dalam pemecahan masalah dapat terlihat adanya beban kognitif yang muncul. Peta kognitif yang interkoneksi antara pengetahuan, masalah, prosedur, dan konsep memiliki beban kognitif baik itu beban kognitif intrinsic maupun germane. Kesimpulan pada penelitian ini bahwa peta kognitif dalam penyelesaian masalah terdapat beban kognitif yang muncul dalam perkuliahan Matematika Sekolah 1. Beban kognitif muncul dalam setiap interkoneksi pengetahuan, masalah, prosedur, dan konsep.

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Mathematics difficulties: does one approach fit all?

Cited by 30 publications

References 28 publications

Identifying Subtypes Among Children With Developmental Coordination Disorder and Mathematical Learning Disabilities, Using Model-Based Clustering

Identifying Subtypes Among Children With Developmental Coordination Disorder and Mathematical Learning Disabilities, Using Model-Based Clustering

Disentangling the effects of working memory, language, parental education, and non-verbal intelligence on childrenâ€™s mathematical abilities

Teori Beban Kognitif: Peta Kognitif Dalam Pemecahan Masalah Pada Matematika Sekolah

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