We Asked Teachers:  Do You Know What Dyscalculia Is?

Mutlu, Yılmaz; ÇALIŞKAN>, Emir Feridun; Yasul, Ali Fuad

doi:10.55020/iojpe.1067560

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…Mutlu et al show that the majority of children experience difficulty in not only reading the clock but also in correctly drawing the clock face and remembering the functions of the hands. The most common mistake shown in the research was paying attention to only one hand on the clock (minute or hour), which resulted in omitting the information about hour or minutes or incorrectly adding the missing element [37]. Similar problems were observed in our group of children with lower neuromotor maturation.…”

Section: Discussionsupporting

confidence: 62%

The Correlation between Residual Primitive Reflexes and Clock Reading Difficulties in School-Aged Children—A Pilot Study

Kalemba

Lorent

Blythe³

et al. 2023

IJERPH

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The aim of the pilot project was to research relationships between the occurrence and level of intensity of primitive reflexes in primary school children, the ability to read an analogue clock and to tell the time. A group of 28 children (14 girls and 14 boys) who attended Montessori Primary School was examined. In the first stage, participants were assessed for the presence of five primitive reflexes (PR): the asymmetrical tonic neck reflex (ATNR), symmetrical tonic neck reflex (STNR), spinal Galant reflex, tonic labyrinthine reflex (TLR) and Palmar grasp reflex. Romberg’s test was employed to identify signs of difficulties with control of balance and/or proprioception. In the second stage, pupils underwent tests that challenged their ability to read a clock and calculate passing time. After summing up points obtained for all tests, a correlation coefficient was made from which the results were derived. There is a negative correlation between the ability to read an analogue clock and the continued presence of some primitive reflexes. Lower neuromotor maturity (higher points of PR) correlates with lower ability to read a clock. The highest correlations between difficulty with telling the time were found with persistence of the STNR, ATNR and Romberg’s test.

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Section: Discussionsupporting

confidence: 62%

The Correlation between Residual Primitive Reflexes and Clock Reading Difficulties in School-Aged Children—A Pilot Study

Kalemba

Lorent

Blythe³

et al. 2023

IJERPH

View full text Add to dashboard Cite

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“…In recent years, the awareness of learning disabilities and mathematics disability, which is a part of it, has been observed to increase gradually in Turkey and the world (Acar & Hiğde, 2018;Aydın, 2021;Koç & Koç, 2019;Mutlu et al, 2022;Öztürk et al, 2019). On the other hand, there are various problems in diagnosing and intervening learning and mathematics difficulties in Turkey.…”

Section: Error Type Examplesmentioning

confidence: 99%

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

Özkaya,

Sardohan Yıldırım,

Altındağ Kumaş

et al. 2024

YED

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In this study, the effect of four operations-based digital game applications on the basic mathematics skills of students at risk of math learning difficulties was examined. In this context, the study was designed as a mixed research method. Quantitative and qualitative methods were used in two separate interactive phases following an exploratory design scheme. The study was conducted with seven 5th grade students from two primary schools in two provinces in the Mediterranean region. A pre-test was administered to the students and a 10-session intervention was conducted. Finally, a post-test was administered after the intervention. Participants' responses to the pre-test and post-test were analysed. Shapiro-Wilk test and Wilcoxon signed-rank test were used to analyse quantitative data, and descriptive analysis technique was used to analyse qualitative data. At the end of the study, semi-structured interviews were conducted with the parents of the students. The results of the study showed that the intervention positively affected the academic achievement of the students and the interviews with the parents supported this result. At the end of the study, it can be said that mathematics education with students at risk of mathematics learning difficulties gave positive feedback in the learning domain of numbers and operations, and it may be useful to carry out applications in other learning domains.

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Discalculia en primaria: una revisión bibliográfica de investigaciones recientes en diagnóstico e intervención

Matamoros Cazares,

Agramonte Rosell

2024

LATAM

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El presente artículo de revisión bibliográfica examina la discalculia en el contexto educativo de la educación primaria, centrándose en investigaciones publicadas a partir del año 2019. Se describen los aspectos fundamentales de la discalculia, incluyendo su definición, características clínicas, diagnóstico e intervenciones actuales que buscan explicar su origen y desarrollo. En términos de características, se identifica que los individuos con discalculia pueden tener dificultades con el reconocimiento de números, el cálculo mental, la comprensión de conceptos matemáticos abstractos y la aplicación de estrategias de resolución de problemas. El diagnóstico de la discalculia puede ser complicado debido a la falta de criterios de diagnóstico estandarizados. Sin embargo, se han propuesto varios enfoques de evaluación que pueden incluir pruebas de habilidades matemáticas, evaluación neuropsicológica y observación del rendimiento en situaciones de la vida real. En términos de intervención, se destacan diversas estrategias educativas que pueden beneficiar a los individuos con discalculia. En resumen, este artículo de revisión bibliográfica subraya la importancia de comprender la discalculia como un trastorno del aprendizaje que afecta las habilidades matemáticas. A través de la identificación temprana, la evaluación adecuada y la implementación de estrategias de intervención personalizadas, es posible brindar apoyo efectivo a las personas con discalculia.

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We Asked Teachers: Do You Know What Dyscalculia Is?

Cited by 3 publications

References 18 publications

The Correlation between Residual Primitive Reflexes and Clock Reading Difficulties in School-Aged Children—A Pilot Study

The Correlation between Residual Primitive Reflexes and Clock Reading Difficulties in School-Aged Children—A Pilot Study

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

Discalculia en primaria: una revisión bibliográfica de investigaciones recientes en diagnóstico e intervención

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