Using basic number processing tasks in determining students with mathematics disorder risk

Abstract

Using basic number processing tasks in determining students with mathematics disorder riskObjective: This study investigated whether it was possible to determine the risk of having mathematics disorder with a simple screening tool containing four types of basic number processing tasks.Method: Mathematics Achievement Tests (MAT) and Basic Number Processing Tests (BNPT) were administered to a total of 487 students from first through fourth grade of 12 different elementary schools in Ankara, Turkey.Students with a general learning disorder, mainstreamed students, and students with diagnosis of attention deficit were excluded from the study. Random dot enumeration, canonic dot enumeration, symbolic number comparison and mental number line estimation tasks were used in Basic Number Processing Tests. Based on Mathematics Achievement Test scores, students were grouped into mathematics disorder risk, low achievement, and typical achievement. Students' Basic Number Processing Tests scores were analyzed one by one in comparison to grade level averages.Results: Based on these comparisons we found that in all four grade levels, students with mathematics disorder risk got scores lower than grade level mean at least in one Basic Number Processing Test. Conclusion:These results showed that the developed screening tool has a potential in effectively determining students with mathematics disorder risks. The tool might also be helpful in early diagnosis and intervention of students with mathematics disorder risk.

How does working memory matter in young children’s arithmetic skills: The mediating role of basic number processing

“…The mastery of basic arithmetic skills is considered a key goal in early education (Göbel et al, 2014 ). Nevertheless, difficulties with calculation are typically recognized late in primary school (Olkun & Denizli, 2015 ), and children with such difficulties usually also have working memory deficits (Andersson & Lyxell, 2007 ; D’Amico & Guarnera, 2005 ). Although working memory has been recognized as a multidimensional concept, little research has considered which of the working memory components truly matter for arithmetic development, especially when children are at young ages.…”

“…They found that basic number processing directly accounted for those children’s poor performance in arithmetic operations and arithmetical strategy use. Additionally, basic number processing tasks such as number comparison tests and mental number line tests can be used as efficient screening tools to identify students at risk of dyscalculia (Olkun & Denizli, 2015 ).…”