Dissertations / Theses: 'Dyscalculia'

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Censabella, Sandrine. "On the role of inhibition processes in mathematical disabilities/Le rôle des processus d'inhibition dans les troubles d'apprentissage de l'arithmétique." Université catholique de Louvain, 2007. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-03272007-232645/.

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The present thesis investigates the hypothesis according to which the arithmetic retrieval deficits observed in children with math disabilities (MD) would be due to an inhibition deficit. In the first chapter, two experiments showed that children with MD (with or without reading disabilities), compared to normally-achieving children, do not present impairments in three inhibition functions (filtering, suppression, and blocking). The second chapter focused on interference in arithmetic tasks. Experiment 3 revealed that, in a multiplication verification task, children with MD were not more sensitive to interference than control children (of the same age or of the same math skills). In contrast, Experiment 4 showed that children with poor math skills were more sensitive to multiplication-related interference (i.e., the negative effect of multiplications on additions) than children with good math skills. Nevertheless, the third chapter established that the arithmetic retrieval deficits of children with MD (as well as the results of Experiment 4) can be accounted for without the recourse to inhibition. Indeed, Experiment 5 demonstrated that children with MD have poor memory representations of difficult single-digit multiplications (i.e., weak and incorrect problem-answer associations), which is sufficient to account for their retrieval deficits. Finally, in the last chapter, we considered the possibility that sensitivity to interference is involved in MD but during the development of arithmetic facts representations (not during their retrieval) and could lead to the poor representations observed in children with MD. In experiment 6, we found that counting to solve an addition might interfere with the memorization of the addition's addends (hence, with the development of problem-answer associations) but there was no evidence that children with MD are more sensitive to this interference than control children. Altogether, these data provide converging evidence against the inhibition-deficit hypothesis and suggest that poor arithmetic representations represent a better candidate as a causal factor of MD. / Le but de cette thèse est d'investiguer l'hypothèse d'un rôle causal des processus d'inhibition dans les Troubles d'Apprentissage de l'Arithmétique (TAA). Selon cette hypothèse, les difficultés de récupération des faits arithmétiques (p.ex., les tables de multiplications) observés dans les TAA seraient dues à des déficits d'inhibition. Le premier chapitre présente deux expériences dans lesquelles nous avons testé trois fonctions d'inhibition (filtrage, suppression et blocage) chez des enfants avec TAA global (avec et sans troubles de lecture associés) et avec troubles spécifiques de récupération de faits arithmétiques (Expériences 1 et 2). Les résultats de ces études n'ont pas mis en évidence de trouble d'inhibition chez ces enfants. Le second chapitre s'est focalisé sur les effets d'interférence classiquement observés dans des tâches arithmétiques. Dans l'expérience 3, nous avons mis en évidence un effet de confusion associative (p.ex., 3 x 7 est plus difficile à rejeter que 3 x 7 = 26) significatif chez des enfants avec troubles de récupération de faits arithmétiques. Néanmoins, cet effet était équivalent à celui observé chez des enfants contrôle. En revanche, dans l'expérience 4, nous avons observé que l'effet interférent de la multiplication sur l'addition était plus important chez des enfants avec faibles capacités de récupération de faits arithmétiques que des enfants avec fortes capacités de récupération. Toutefois, dans le troisième chapitre, nous démontrons que ces derniers résultats, et plus globalement, les troubles de récupération de faits arithmétiques, peuvent être interprétés à la lumière de modèles théoriques qui n'incluent pas de processus d'inhibition. En effet, l'expérience 5 révèle que chez des enfants avec de tels troubles de récupération (en comparaison d'enfants contrôle), les multiplications difficiles (p.ex., 6 x 7) étaient plus faiblement associées à leurs réponses correctes et associées à de réponses incorrectes, ce qui, selon certains modèles théoriques, était suffisant pour rendre compte de déficits de récupération. Ces résultats vont à l'encontre de l'hypothèse de déficits d'inhibition comme facteur causal des troubles de récupération arithmétique dans les TAA. Cependant, dans le dernier chapitre, nous considérons la possibilité que la sensibilité à l'interférence jouait un rôle important dans le développement des représentations arithmétiques (et non dans leur récupération). Dans l'expérience 6, notre hypothèse était que compter pour résoudre une addition pouvait interférer avec la mémorisation des opérandes de cette addition et donc, avec la formation des associations entre problème et réponse correcte. Si les résultats obtenus allaient dans ce sens, nous n'avons trouvé aucune évidence indiquant que cet effet interférent était plus important chez des enfants avec troubles de récupération de faits arithmétiques que chez des enfants contrôle. En conclusion, il semble que de pauvres représentations des faits arithmétiques, plutôt que des déficits d'inhibition, soient à l'origine des troubles de récupération de ces faits dans les TAA.

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Drew, Simon. "Dyscalculia in higher education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.

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This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.

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Andersson, Erik, and Soha Abdelmalek. "Dyscalculia/Dyslexia - A Dichotomy?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27452.

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In this article, we analyse similarities and differences in and between two very topical issues in today's learning disabilities, namely dyscalculia and dyslexia. More precisely, we introduce the nature of mathematics as science, which - of course - is the essence of the matter. From this, we will try to prove that dyscalculia is not a concept by itself, but merely yet another one of the sad guises of dyslexia. This will completely answer the question given by the title of the thesis.

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Whittington, Joyce E. "Identification and investigation of dyscalculia." Thesis, University of Bath, 1985. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356388.

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Dyscalculia is defined as a structural disorder of mathematical abilities, leading to underachievement in Mathematics, and having its origin in a genetic or congenital disorder of those parts of the brain that are the direct anatomico-physiological substrate of mathematical abilities, without an obvious simultaneous disorder of general mental functions. A search of the literature yielded enough evidence for its existence to justify an investigation, especially bearing in mind the educational implications of the existence of dyscalculic children. The investigation was conducted using two complementary procedures: computer-aided analysis of data from a national sample of over 14,000 children, and case studies of individual children in local schools, using a battery of psychological tests. Each procedure started with the identification of a group of children who were underachieving in Mathematics relative to their peers. Mathematical underachievement was associated in the case study group with three significant areas of functioning: certain anomalous laterality preferences, poor short-term memory, and large Verbal- Nonverbal ability differences. The first of these areas was also indicated in the analysis of the national sample, where it occurred in conjection with poor coordination and abnormal pregnancy or birth data. Studies of each of the three 'significant areas' revealed strong links with neurological disorders described in the literature. There were indications that each area was also linked with underachievement in Mathematics. It was found that the psychological tests which identified the three 'significant areas' of functioning were of use in identifying a mathematical underachiever in a 'normal' class. Although this investigation cannot claim to be conclusive, it adds to the construct validity of the concept of dyscalculia and points to aspects of mathematical underachievement which need further investigation.

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Monei, Thato Omphemetse. "A systematic review of interventions for children presenting with dyscalculia in primary schools." University of the Western Cape, 2016. http://hdl.handle.net/11394/5380.

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Magister Artium (Psychology) - MA(Psych)
Background: The acquisition of numerical competency is imperative for individuals in society for quality of life and economic well-being. Many children have significant mathematical learning difficulties, this is known as dyscalculia. The prevalence rate for dyscalculia ranges between 3.5%–6.5% of the school-age population. Primary studies report on interventions for children presenting with dyscalculia, however it is difficult to compare these studies without a systematic approach to an evaluation for methodological rigor. Aim: To systematically review available literature of interventions for children presenting with dyscalculia in primary schools in order to provide an evidence base of filtered information assessed for methodological rigor and coherence. Method: The study evaluated literature from 2004 to 2014 that report on interventions for primary school children presenting with dyscalculia. Studies that were included in the review were only full-text, English articles published within the specified timeframe reporting on the focus of the study. University of Western Cape databases were accessed for literature for inclusion in the study. The studies were assessed at title, abstract and full text levels for quality based on the inclusion and exclusion criteria. Meta-synthesis of included texts was conducted incorporating it with the RE-AIM framework. Permission to conduct the proposed study was obtained from relevant Ethics Committee at the University of the Western Cape. Plagiarism was avoided by acknowledging other people's work and collaboration was taken into consideration as the review entailed working with paired reviewers. Findings: The findings in the studies provide a base of effective interventions that can be used in the school setting in different domains and levels such as individually, holistically or through various instructions for children presenting with dyscalculia
Government of Botswana, Department of Tertiary Education and Finance

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Sahlberg, Anna, and Lina-Lotta Taavola. "Dyskalkyli : Normativa data för svenska barn i årskurs 5 och 6 på Dyscalculia Screener och hur testresultat korrelerar med avkodningsförmåga och skolmatematik." Thesis, Uppsala universitet, Logopedi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-166526.

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Dyskalkyli (specifika räknesvårigheter) är en av flera orsaker till matematiksvårigheter. Studier har påvisat samband mellan dyskalkyli och dyslexi och att personer med dyskalkyli har svårt att klara skolmatematiken. Två skilda synsätt förklarar orsaken till dyskalkyli: systemteorin och modulärteorin. Dyscalculia Screener är ett screeningverktyg som bygger på modulärteorin och att dyskalkyli beror på svårigheter med grundläggande antalsuppfattning och ska urskilja personer med dyskalkyli från de som är dåliga på matematik av andra orsaker. Testet innehåller delar som testar reaktionstid (Simple Reaction Time), antalsuppfattning (Dot Enumeration och Numerical Stroop) och aritmetik (Addition och Multiplication). Denna studie undersökte hur svenska barn i årskurs 5 och 6 presterade på testet, för att ge referensdata för svenska förhållanden och undersöka hur väl de engelska normerna fungerar. Studien studerade även samband mellan avkodningsförmåga, av riktiga ord och non-ord (med testet LäSt) och prestation på Dyscalculia Screener samt samband mellan prestation i skolmatematik och resultat på respektive test. Studien innefattade 66 barn, 36 i årskurs 5 och 30 i årskurs 6. Svenska barns resultat skiljde sig till viss del från de engelska normvärdena. De presterade lägre än normvärdena på deltesten Simple Reaction Time och Multiplication. På Dot Enumeration och Numerical Stroop presterade barnen högre. På Addition låg barnen inom normvärdena. Samband mellan avkodningsförmåga och räkneförmåga kunde påvisas, framförallt för avkodning av non-ord. En skillnad i resultat fanns på deltesten Numerical Stroop, Addition och Multiplication mellan de som uppnådde målen i matematik och de som var tveksamma att uppnå eller inte uppnådde målen.
Dyscalculia (specific mathematics disorder) is one, among other causes of mathematical difficulties. Studies have indicated a correlation between dyscalculia and dyslexia and people with dyscalculia have problems managing school mathematics. Two different theories explain the cause of for dyscalculia: the system theory and the modular theory. Dyscalculia Screener is a screening tool based on the modular theory and that dyscalculia is caused by difficulties in basal number sense and should discriminate people with dyscalculia from those who are bad at mathematics for other reasons. The test includes parts that test reaction time (Simple Reaction Time), number sense (Dot Enumeration and Numerical Stroop) and arithmetics (Addition and Multiplication). This study investigated how Swedish children, in year 5 and 6, scored on the test, to get reference data for Swedish relations and see whether the normes from England could be used. The study also investigated correlations between decoding, of real words and non-words (with the test LäSt) and score on Dyscalculia Screener and correlations between ability to manage school mathematics and score on each test. The study included 66 children, 36 in year 5 and 30 in year 6. Swedish children scored different in some ways from the English norms. They scored lower than the norms on the testparts Simple Reaction Time and Multiplication. On Dot Enumeration and Numerical Stroop they scored higher. On Addition, they scored within the norms. A correlation between decoding and counting ability was found, especially for decoding of non-word. A difference in score was seen on the testparts Numerical Stroop, Addition och Multiplication between children that achieved the goals in mathematics and those who were unsure to achieve them or did not.

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Nejdebring, Bianca, and Rebecca Frykholm. "Dyskalkyli : Pedagogers kunskaper och stödinsatser." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15219.

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Syftet med vårt arbete var att få en uppfattning om pedagogers kunskaper och erfarenheter kring dyskalkyli samt hur de stödjer elever som har eller misstänks ha diagnosen i sin undervisning. Vi har utgått från två frågeställningar. Den första är: Vilka kunskaper har matematiklärare, specialpedagoger och speciallärare om diagnosen dyskalkyli? och den andra är: Hur arbetar de för att hjälpa elever med konstaterad eller misstänkt dyskalkyli? Vi har i vår studie utgått från det sociokulturella perspektivet på lärande, något som framkommer genom vår analys och diskussion. Vi har utfört en enkätundersökning och en semistrukturerad intervjustudie. Utifrån våra slutsatser kom vi bland annat fram till att det fanns kunskaper om dyskalkyli i de verksamheter som de deltagande tillhörde, men i väldigt olika utsträckning. Det fanns även kunskaper om olika stödinsatser för att hjälpa elever med diagnosen. Vi fick också fram att pedagogerna tyckte att det fanns för lite kunskaper om dyskalkyli i verksamheterna och att det är något som efterfrågas.

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Cronje, Lindi-Anné. "Using information and communication technology to support Grade 6 learners with dyscalculia." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/79222.

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Dyscalculia implies difficulty in acquiring mathematical skills and requires intervention that focuses on the acquisition of the necessary basic mathematical skills. Against this background the purpose of this study was to investigate how Grade 6 learners with dyscalculia may be supported by implementing an Information Communication Technology (ICT) intervention, with a specific focus on number sense and basic mathematical skills. I followed a nomothetic quantitative approach and employed a quasi-experimental design, using a pre-test, followed by an ICT intervention and then a post-test with a small sample of Grade 6 learners that displayed learning difficulties in Mathematics. I combined convenience and purposive sampling to identify two full- service primary schools and utilised non-probable and purposive sampling to select 24 participants, randomly assigning them to either an experimental or control group. Following implementation of the six-week ICT intervention, the scores of all pre- and post-test were documented as data. For the ICT intervention, I used the Number Race application, the Sheppard Software mathematical applications, more specifically Math Lines (addition, multiplication), Math Man (rounding, addition, multiplication), Pop the Balloon (add and order), and The Rockseries. I then completed non-parametric data analysis by utilising the Statistical Package for the Social Sciences (SPSS 25) to test the formulated hypotheses and draw conclusions about the possible value of the ICT intervention. The findings of the study indicate that an ICT intervention can have (i) a positive effect on some aspects of number sense with learners experiencing difficulties in Mathematics, however, (ii) although an improvement in mathematical skills was evident, it was not statistically significant. Better results may be possible when additional software are included or more time is spent on such an ICT intervention to teach basic mathematical skills like adding, subtracting and multiplying after the improvement of number sense.
Dissertation (MEd)--University of Pretoria, 2020.
Educational Psychology
MEd
Unrestricted

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Decarli, Gisella. "The two core systems of numerical cognition in infants and developmental dyscalculia." Doctoral thesis, Università degli studi di Trento, 2019. https://hdl.handle.net/11572/368641.

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The present dissertation collects several works that aim to examine multiple aspects of ANS and OTS during infancy. In particular, the predictive role of ANS on mathematical abilities, the importance of dynamic information in OTS and the role of OTS and ANS in developmental dyscalculia.

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Decarli, Gisella. "The two core systems of numerical cognition in infants and developmental dyscalculia." Doctoral thesis, University of Trento, 2019. http://eprints-phd.biblio.unitn.it/3508/1/2018_DECARLI_Dissertation.pdf.

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The present dissertation collects several works that aim to examine multiple aspects of ANS and OTS during infancy. In particular, the predictive role of ANS on mathematical abilities, the importance of dynamic information in OTS and the role of OTS and ANS in developmental dyscalculia.

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McLean, Janet F. "Working memory differences in children with specific difficulties in arithmetic." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302420.

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Skagerlund, Kenny. "Magnitude Processing in Developmental Dyscalculia : A Heterogeneous Learning Disability with Different Cognitive Profiles." Doctoral thesis, Linköpings universitet, Psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-124669.

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Developmental dyscalculia (DD) is a learning disability that is characterized by severe difficulties with acquiring age-appropriate mathematical skills that cannot be attributed to insufficient education, language skills, or motivation. The prevalence rate is estimated at 3-6%, meaning that a substantial portion of the population struggles to learn mathematics to such a large degree that it affects overall well-being and academic prospects. However, our understanding of the etiology of DD is incomplete and there are competing hypotheses regarding the characteristics of DD and its underlying causal factors. The purpose of the current thesis is to contribute to our understanding of DD from the perspective of cognitive psychology and cognitive neuroscience. To this end, we identify children with DD to identify the cognitive determinants of DD that hamper their ability to learn basic mathematics. It is believed that human beings are endowed with an innate ability to represent numerosities, an ability phylogenetically shared with other species. We investigate whether the purported innate number system plays a role in children with DD insofar as failures in this system may undermine the acquisition of symbolic representations of number. Although some researchers believe DD is a monolithic learning disability that is genetic and neurobiological in origin, the empirical support for various hypotheses suggests that DD may be shaped by heterogeneous characteristics and underlying causes. The present thesis, and the studies presented therein, provides support for the notion that DD is indeed heterogeneous. We identify at least two subtypes of DD that are characterized by specific deficits in number processing, and one subtype that could more aptly be labelled as a mathematical learning disability, the causal factors of which are likely limited to deficits in non-numerical abilities. In addition, we locate candidate neurocognitive correlates that may be dysfunctional in DD.
Dyskalkyli är en specifik inlärningssvårighet som karaktäriseras av stora svårigheter med att tillgodogöra sig matematikkunskaper som inte kan härledas till bristande undervisningsmöjligheter, språkfärdigheter, eller motivation. Prevalensen av dyskalkyli uppskattas till 3-6%, vilket innebär att en ansenlig andel av populationen har sådana besvär att lära sig matematik att det påverkar deras allmänna välbefinnande och akademiska möjligheter. Förståelsen för dyskalkyli är emellertid knapphändig, men ett flertal konkurrerande hypoteser har föreslagits avseende dess karaktäristika och kausala faktorer. Syftet med denna avhandling är att öka vår förståelse av dyskalkyli utifrån ett kognitionspsykologiskt perspektiv och utifrån kognitiv neurovetenskap. Följaktligen identifierade vi skolbarn med specifika och stora matematiksvårigheter för att sedermera undersöka vilka kognitiva faktorer som underminerar deras förmåga att förvärva grundläggande matematikfärdigheter. Rådande uppfattning är att människan är utrustad med en medfödd förmåga att uppfatta och representera antal, vilket är en förmåga som vi fylogenetiskt delar med andra arter. Vi undersöker huruvida detta medfödda antalsuppfattningssystem är involverat vid utvecklandet av dyskalkyli hos barn, där ett dysfunktionellt antalsuppfattningssystem kan underminera förmågan att tillgodogöra sig symboliska representationer av antal. Gängse uppfattning gör gällande att dyskalkyli är en enhetlig och homogen inlärningssvårighet som genetiskt och neurobiologiskt betingad. Dock har ett flertal hypoteser angående orsaken till dyskalkyli fått empiriskt stöd, vilket möjliggör tolkningen att dyskalkyli snarare är en heterogen inlärningssvårighet med olika kausala faktorer och egenskaper. Föreliggande avhandling ger stöd för denna senare tolkning. Vi identifierar åtminstone två subtyper av dyskalkyli, som vardera karaktäriseras av specifika svårigheter med numeriska färdigheter, samt en subtyp som mer korrekt bör benämnas som matematiska inlärningssvårigheter där bidragande faktorer sannolikt kan härledas till icke-numeriska förmågor. Vidare så identifierar vi potentiella neurokognitiva korrelat som är dysfunktionella vid dyskalkyli.

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Woods, Rickey Samuel. "A Meta-Analysis on the Effectiveness of Learning Technologies on K-12 Students with Dyscalculia." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752355/.

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This meta-analysis looks at the results of five studies on the use of technology for the treatment of dyscalculia in primary school age children. Results show significant positive improvement using specialized software treatment technologies for students in Grades 1-5 in various countries using four different software games. However, little is known overall about the effectiveness of technology treatments for dyscalculics, and even less is known about standardized assessments and treatment of this learning disorder in the United States. The literature researched for this dissertation did not put forth any known policies that drive assessment and treatment of dyscalculia. Future studies are needed about dyscalculia, that provide more detailed information to allow other researchers to verify their work.

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McIntosh, Brinley Rachel. "Using computer assisted instruction to build fluency in multiplication : implications for the relationship between different core competencies in mathematics." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2014. http://hdl.handle.net/10092/10477.

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Dyscalculia is a specific learning disability that affects an individual’s core skills in mathematics, including calculation, recall of number facts, and approximating/comparing number. Research into the origins and aetiology of dyscalculia have suggested the presence of two different networks in the brain used for mathematics; one for verbal (symbolic) tasks such as recalling number facts, and one for non-verbal (non-symbolic) tasks such as approximation and number comparison. While these networks are located in different brain areas, they are often used together on calculation tasks, they are known to impact each other over the course of development, and they both appear to be impacted in dyscalculia. The current study used entertaining computer assisted instruction software, “Timez Attack”, to target the symbolic network, i.e. to improve the fluency of multiplication fact recall in three 9 and 10 year old children who were performing below the expected level on multiplication. An ABA (applied behaviour analysis) multiple-baseline across subject design was used to track participants’ performance on multiplication, addition, and number comparison over the course of the intervention. Results showed improved fluency of multiplication fact recall in all three participants; however this improvement did not generalise to addition or number comparison. This finding suggests that the symbolic and non-symbolic brain networks involved in mathematics are largely independent from each other by middle childhood, and that training targeting one network does not affect the other.

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Andersson, Jessica. "Dyskalkyli : Kunskaper och attityder hos några lärare inom grundskolans tidigare år." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24870.

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Studiens syfte är att undersöka hur några lärares kunskaper och attityder ser ut gällande dyskalkyli. För att uppnå syftet använder studien en enkät som lämnats ut till lärare på två skolor i Mellansverige. En översikt över tidigare studenters examensarbeten har gjorts för att bredda bilden över hur lärares kunskaper och attityder ser ut. Resultatet av denna studie är att dyskalkyli är ett svårdefinierat begrepp då det finns olika definitioner och forskare är oense. Detta märks på lärarnas svar då även de är osäkra på begreppet och kunskapen är låg. Attityden hos lärarna visas vara positiv då de flesta accepterar dyskalkyli som diagnos och vill stötta elever med dessa svårigheter.

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Jonasson, Widerberg Helena. "Räkna med dyskalkyli! : En studie om ett specialpedagogiskt problem som kallas dyskalkyli." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5349.

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According to some researchers, dyscalculia is at least as prevalent as dyslexia. Somewhere between 3.6-6 % of all pupils have specific mathematics difficulties named dyslexia. If this be true, it should present the most complex special education predicament by far in schools today. Despite the statistics, dyscalculia is still a rather unknown concept. The cause of dyscalculia is not yet fully analyzed. There are several theories and many researchers see similarities between dyscalculia and the special educational problem of reading and writing, dyslexia. The most important factor for pupils to be able to develop mathematical skills is adequate assistance at the earliest possible stage. It is probable that this adequate assistance is achieved if the pupil is diagnosed with dyscalculia and therefore gets access to a special educational resources. In this essay, I want to analyze the concept of dyscalculia and how recognized it is today. To this end, I have undertaken several interviews with the objective of seeing how educationalists relate to dyscalculia. In order to see how the diagnosis is performed, and what it means to be diagnosed, I have followed the work process from a pupil suspected of having dyscalculia to a possible diagnosis. I have also personally undergone a dyscalculia investigation at an authorized speech therapist in order to achieve a profound insight into the diagnosis process. My study shows that the concept of dyscalculia is not widely recognized, but that the knowledge around dyscalculia is increasing. Research is currently undertaken in the field even though it is not to the same extent as dyslexia.

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Dinkel, Philipp [Verfasser]. "Diagnosing developmental dyscalculia on the basis of reliable single case FMRI methods : promises and limitations / Philipp Dinkel." Aachen : Hochschulbibliothek der Rheinisch-Westfälischen Technischen Hochschule Aachen, 2014. http://d-nb.info/1064062857/34.

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Rahlén, Ceverin Ida. "Matematiksvårigheter och dyskalkyli : Ur speciallärarens syn på specialpedagogik." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17184.

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The aim of this essay has been to surrey the perspective of view the special education teachers have on the tree concepts of special education, compensatory-, critical and dilemma perspective The questions that have been covered in this study are What does the concept of special education means for the special teachers? What does the concept of mathematic difficulties means for the special teachers? What does the concept of the diagnostics of dyscalculia means for the special teachers? A qualitative research method has been used to answer the questions in this essay. In the purpose to get the most out of the study.

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Bygghammar, Stephanie, and Blomberg Lisa. "Dyskalkyli hos elever : Kännetecken, orsaker och arbetssätt." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-105731.

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Detta examensarbete är ett konsumtionsarbete som berör ämnet dyskalkyli inom matematik. Arbetet består av tre frågeställningar som ska svara på frågorna: hur dyskalkyli kännetecknas, vad det finns för bidragande orsaker samt hur läraren kan arbeta med elever som har dyskalkyli. Dessa frågeställningar besvaras med grund i aktuell forskning om området. Resultatet visar att dyskalkyli främst visar sig genom bristande taluppfattning. Det framkommer även att dyskalkyli kännetecknas genom bland annat fingerräkning, bristande läsförståelse och rimlighetsbedömning. Det finns även flera faktorer som är bidragande till dyskalkyli. Bland dessa finner vi bland annat dyslexi, ADHD och genetiska faktorer. Vi har även funnit många tips på hur lärare kan arbeta med dessa elever i skolan. Som lärare är den viktigaste aspekten att individualisera undervisning. Läroplanen för grundskolan 2011 trycker även på att alla elever ska ha rätt till den hjälp och det stöd som de behöver. Det är därför viktigt att läraren vet hur han/hon ska arbeta med de elever som har diagnosen dyskalkyli.

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Runqvist, Emma. "Dyskalkyli - vad kan det vara? : En litteraturstudie om dyskalkyli och hur det visar sig hos elever i grundskoleålder." Thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-126493.

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Syftet med detta arbete är att undersöka aktuell forskningslitteratur för att se hur dyskalkyli framställs för att som pedagog kunna upptäcka och stötta dessa elever i tid. Det syftas också till att få reda på en ungefärlig omfattning av dyskalkyli bland elever i grundskoleålder. För att få fram ett urval av litteratur till denna studie avgränsades sökningen till att beröra forskning om dyskalkyli, inte om att undervisa elever med dyskalkyli. Forskning från år 2000 och framåt har använts för att få så aktuella ståndpunkter som möjligt. Resultatet i denna studie har visat att dyskalkyli är ett omstritt begrepp som idag saknar en allmänt accepterad definition. Trots att en entydig definition saknas föreslår flera studier att dyskalkyli bland annat kan innebära brister i taluppfattningen. På grund av avsaknad av definition av begreppet dyskalkyli är det mycket oenigheter kring diagnosfrågan. Detta då det förekommer flera olika instrument för att mäta det. Ändå har flera studier gjorts där dyskalkylins omfattning bland elever i grundskoleålder är bedömd. Det uppskattas att ungefär 5-6 procent av alla elever i grundskolan har dyskalkyli.

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21

Schwartz, Flora. "Raisonnement transitif et dyscalculie : étude par IRMf chez l’enfant." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE1332/document.

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Les dyscalculie se caractérise par d’importantes difficultés d’apprentissage des maths, malgré une scolarisation adéquat et des capacités intellectuelles dans la norme. Même si ce trouble affecte 3 à 7% des enfants d’âge scolaire, ses causes restent encore peu connues. Il a été proposé que la dyscalculie consiste en un déficit spécifique de représentation des quantités numériques, causé par des anomalies cérébrales au niveau du sillon intra-pariétal (IPS). Cependant, de plus en plus d’études suggèrent que la dyscalculie serait dûe à des atteintes cognitives générales. Cette thèse s’est intéressée au lien entre apprentissage des maths et une forme de raisonnement déductif, à savoir le raisonnement transitif (A>B, B>C donc A>C). Dans une première étude en Imagerie par Résonance Magnétique fonctionnelle (IRMf), nous avons comparé l’activité cérébrale d’enfants dyscalculiques de 9 à 12 ans à celle d’enfants neurotypiques de même âge pendant l’écoute d’histoires comprenant des problèmes transitifs. Dans une seconde étude, nous avons évalué l’amélioration en maths des enfants neurotypiques 1,5 an après la session IRMf. Nous avons déterminé si les mesures cérébrales associées au raisonnement transitif pouvaient prédire l’amélioration en maths. Nous avons mis en évidence l’implication de l’IPS gauche dans le raisonnement transitif chez les enfants neurotypiques mais pas chez les dyscalculiques, qui étaient moins précis pour évaluer les problèmes transitifs. Par ailleurs, les capacités de mémoire de travail étaient corrélées à la performance et à l’activité de l’IPS lors du raisonnement transitif. Enfin, l’activité cérébrale de l’IPS pendant le traitement des problèmes transitifs prédisait l’amélioration en maths chez les enfants neurotypiques. Ces résultats soulignent l’importance du raisonnement transitif pour l’apprentissage des maths et suggèrent qu’un déficit de traitement des problèmes transitifs dans l’IPS pourrait contribuer à la dyscalculie
Children who struggle to learn math despite normal intelligence and adequate schooling may suffer from dyscalculia. Although this learning disability may affect 3-7% of children worldwide, its causes remain poorly understood. Previous research has suggested that dyscalculia was due to a specific deficit in the processing of numerical magnitude that results from neural anomalies to the Intraparietal Sulcus (IPS). However, a growing body of studies has highlighted the domain-general deficits exhibited by children with dyscalculia. The goal of the present thesis was to investigate the neural relationship between math learning and a type of deductive reasoning, namely transitive reasoning (A>B, B>C, therefore A>C). In a first study, we used functional Magnetic Reasonance Imaging (fMRI) to measure brain activity in both typically developing (TD) children and chidren with dyscalculia while they listened to stories that included transitive relations. In a second study, we followed TD children longitudinally and to test whether brain measures of transitive reasoning could predict math improvement. First, the processing of transitive relations was associated with enhanced activity in the left IPS in TD children, but not in children with dyscalculia. Second, children with dyscalculia made more errors when processing transitive relations than TD peers. Third, IPS activity and behavioral performance was correlated with working-memory skill across all participants, suggesting that working memory impairments contribute to impaired transitive reasoning skills. Fourth, math gain in TD children was predicted by brain activity around the IPS during the processing of transitive relations. Therefore, the present findings show that measures of transitive reasoning are associated with math achievement. Our results further suggest that impaired neural processing of transitive relations in the IPS may contribute to math difficulties in dyscalculia

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Samuelsson, Anette. "Dyskalkyli eller bara allmänna matematiksvårigheter? : En jämförande studie mellan två olika uppfattningar." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-882.

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Sammanfattning

I mitt examensarbete om dyskalkyli eller som det också kallas, specifika matematiksvårigheter vill jag visa på problematiken kring dessa inlärningssvårigheter, dels vill jag visa att det inte råder enighet bland forskare och andra professionella på ämnesområdet. Om verkligen dyskalkyli är en rimlig diagnos eller inte. Oenighet råder också om problemets omfattning samt vilka orsakerna är till att vissa elever får inlärningssvårigheter i matematikämnet. Jag drar även vissa paralleller och jämförelser med dyslexi eftersom denna diagnos är sedan länge accepterad och används utan ifrågasättande både i skolans värld och i resten av samhället.

För att kunna genomföra detta examensarbete så har jag ägnat mig åt litteraturstudier, Internetsökningar, idéutbyte med matematiklärare samt tillbakablickar på mina egna erfarenheter som lärarvikarie. Eftersom jag själv under min skoltid och som student på lärarutbildningen haft stora problem med delar av matematiken så har det varit extra intressant att försöka belysa problemet kring inlärningssvårigheter i matematik.

När jag studerat litteraturen så har jag funnit att två personer representerar skilda ståndpunkter angående matematiksvårigheter. Dessa personer är Björn Adler och Gunnar Sjöberg vilka båda två nog får anses vara två av landets ledande forskare på området. Deras åsikter går isär i många avseenden men även att de i vissa frågor är ganska överens. Vad jag också slås av är att Björn Adler verkar se problem kring matematiksvårigheter i ett ovanifrån perspektiv medan Gunnar Sjöberg som fortfarande verksam matematiklärare ser problemen mer ur elevperspektiv.

Nyckelord: Dyskalkyli, matematiksvårigheter, inlärningsproblem

Abstract

In my diploma paper on dyscalculia, or specific mathematics difficulties as it is also in known, I would like to highlight certain questions concerning these learning difficulties. I would like to show that there is no common view among researchers and professionals in the area on whether or not dyscalculia is a reasonable diagnosis. There is also no common view on the extent of the problem, nor what the reasons why some students get learning difficulties in mathematics are. I am also making some parallels and comparisons to dyslexia since the schools of today and the society in general have since a long time accepted this diagnose and use it without questioning.

In order to be able to undertake my thesis I have studied literature, done internet research, had exchange of ideas with math teachers and also made use of my own experiences as a substitute teacher. Because of my own difficulties with different areas in math, both during my years in compulsory school, high school and also as a university student, I have found a special interest in trying to highlight these questions concerning learning difficulties in mathematics.

When studying the literature I have found two persons that represent different position on mathematics difficulties; Björn Adler and Gunnar Sjöberg. Both may be regarded as two of the more prominent researchers in the area. Their opinion differs in many ways but also that they have some common views. I also found that Björn Adler seems to approach the mathematics difficulties from a different perspective than Gunnar Sjöberg who is still active as a math teacher and have the perspective from his pupils.

Keywords: Dyscalculia, mathematics difficulties, learning problems

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Kant, Patricia Pratibha. "“The Number Race”: an efficacy study of an adaptive software in 5-to-7-year-old New Zealand children with low numeracy." Thesis, University of Canterbury. Psychology, 2015. http://hdl.handle.net/10092/10616.

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Computer-assisted interventions designed to remediate low numeracy and developmental dyscalculia (mathematical learning disability) have been utilised in preschools and kindergartens with some efficacy for over thirty years (Clements, 2002). A recent development in this field is ‘adaptive game’ technology, which adapts task difficulty online as children learn. The Number Race is the first such package for mathematics. Previous efficacy studies suggest its use results in an improvement in core measures of early numeracy, such as speed at enumerating 1-3 objects (subitizing) and comparison of numerals and groups of objects. The present study tested the efficacy of a new version of The Number Race (version 3.0) using New Zealand English and incorporating new instructional factors, in a younger population than most previously tested. Participants were twelve 5-to-7-year-old children and a typically developing control group matched on age and sex (n = 12). Following pre-testing using standardised tests and a computerised battery, children in the intervention group used The Number Race for twenty minutes each school night, for one month. Post-testing results showed that there was a significant improvement in counting and subitizing speed for the intervention group. Participants also became faster and more accurate at comparing numerals. There were no significant changes in standardised mathematics scores. The mental number line task did not show any significant differences before and after intervention but a wide variety of patterns and possible use of strategies were revealed. Overall, this new version of The Number Race seems to have modest effects in this population.

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Milewa, Donald T. "Addition and subtraction calculations : a study exploring the views and strategies of children with mathematical learning difficulties (Dyscalculia) in Key Stage 2." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628848.

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This study investigates the views, perceptions, and strategies of children with mathematical learning difficulties (MD). Its main focus is on how they construct their understanding of addition and subtraction calculations. The study offers an insight into the way children with mathematical difficulties attempt to solve addition and subtraction calculations up to 50 and the strategies they use. Three boys and three girls in Key Stage 2 from two primary schools took part in the study. The participants had been identified as experiencing learning difficulties in mathematics according to the Local Authority identification criteria. The study was conducted using semi structured and task based clinical interviews. The data was analysed using Nvivo 8 to identify common themes for discussion. Task based clinical interviews link with the explanatory nature of the research and its aim of investigating how children with MD construct arithmetic understanding. The study showed children . liked practical maths such as card games and making robots. They liked help from their teachers or peers. The results showed all children experienced difficulties with counting procedures, misconceptions, using informal strategies, understand commutative rule and they showed signs of stress and anxiety during maths tasks. The research contributes towards new knowledge in the area of mathematical learning difficulties with regard to how these children construct their arithmetic understanding and their views about learning maths. The data suggests that the current generic intervention for these children does not work and it recognises the importance of an early diagnostic and identification of arithmetic difficulties. The study highlights the need for training of staff in schools to support the early identification of mathematical learning difficulties. The data provides the researcher with greater understanding of the children's views, strategies and understanding of their arithmetic learning and the need for further research in the area of mathematical difficulties.

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Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.

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The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic difficulties and deficits. The negative assumptions, beliefs, and expectations resulting from ableistic practices in the education system color the interactions educators, parents, and other students have with students with mathematics learning dis/abilities. These interactions in turn influence how students with mathematics learning dis/abilities view and position themselves as learners and doers of mathematics. My study builds on the theoretical framework of positioning theory (Harré, 2012) in order to better understand the mathematical identities of students with mathematics learning dis/abilities. The results of my study show how these students use their prepositions and enduring positions to inform the in-the-moment positions they take on in the mathematics classroom.

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Forsberg, Tina. "Dyskalkyli, hur anpassar vi undervisningen?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40551.

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Inom forskningen råder stor oenighet angående vad som orsakar dyskalkyli och det används olika benämningar på liknande företeelser. Studiens övergripande syfte är därför att utifrån aktuell forskning om dyskalkyli undersöka vilka resultat som kan urskiljas samt undersöka i vilken grad man kan använda dessa i den dagliga verksamheten. Studien utgår ifrån två forskningsfrågor, ur vilka olika perspektiv beskrivs dyskalkyli i aktuell forskning, internationell såväl som svensk, samt vilka lämpliga och gynnsamma undervisningsmodeller rörande dyskalkyli rekommenderas av forskarna? För att besvara studiens frågeställningar har en litteraturstudie av nyare vetenskaplig forskning om dyskalkyli genomförts med blicken på vad som ligger bakom fenomenet, svårigheter vid kartläggning, samt att urskilja gynnsamma undervisningssätt för elever med dyskalkyli. Forskningsöversikten bygger på de forskare som varit mest aktiva och tongivande sedan decennieskiftet, detta för att ge en bild av dyskalkyli utgående från den senaste forskningen. Även vissa äldre arbeten nämns, då de hänvisas till i nyare arbeten. Studiens resultat tolkades och analyserades genom att använda systemteori samt Piagets utvecklingspsykologiska teori. Resultat visar att forskning om dyskalkyli genomförs i huvudsak från tre perspektiv, medicinskt, psykologiskt och pedagogiskt. Resultaten pekar på att det finns stor oenighet vad gäller forskningsinriktningar och intressen. Studien visar på några principer för undervisning av elever med dyskalkyli, vilka kan bli en vägledning för lärare. Fler konkreta pedagogiska exempel vilka bygger på vetenskapliga metoder, samt har prövats i verkligheten, behövs i framtiden. Resultaten visar att det finns ett behov av tvärvetenskaplig forskning för att kunna reda ut hur låga prestationer i matematik fastställs och förebyggs, samt vilken hjälp eleverna får i undervisningssituationen. Vidare kan man se att forskare är både positiva och negativa till begreppet dyskalkyli. Den övervägande delen av den forskningslitteraturen - såväl från det medicinska, psykologiska och pedagogiska området – nämner svårigheter i taluppfattning.

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Peteers, Florence. "Un trouble à l’interface entre différents champs disciplinaires (handicap, santé et formation) : la dyscalculie, une approche didactique." Thesis, Reims, 2018. http://www.theses.fr/2018REIML005/document.

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Il existe diverses approches de la dyscalculie, l’approche dominante étant centrée sur le fonctionnement cognitif de l’individu. Cependant, la recherche en cognition numérique présente encore de nombreuses lacunes et incertitudes : aucune définition ne fait consensus, les critères diagnostiques sont flous, etc. Nous nous posons alors la question de la place et du rôle de la didactique des mathématiques dans ces recherches et de la manière de concilier les approches pour mieux comprendre et accompagner les élèves présentant ce trouble. Dans cette thèse, nous nous intéressons plus particulièrement aux points de vue didactique et cognitif de la construction du nombre à l’école élémentaire. Afin d’en identifier les points de convergence et de divergence, nous réalisons une double étude bibliographique (en didactique et en cognition). Nous développons ensuite une méthodologie articulant ces éléments théoriques et l’analyse de tests existants pour concevoir un dispositif de repérage des difficultés en mathématiques (validé expérimentalement). Ce dispositif, destiné tout d’abord à l’enseignant, vise l’établissement d’un profil de compétences de l’élève permettant la mise en place de remédiations. De plus, grâce à sa conception particulière (tenant compte des spécificités de la cognition numérique et de la didactique des mathématiques), il permet d’établir un inventaire commun des difficultés de l’enfant exploitable par chacun des professionnels en charge de l’élève (enseignant et professionnels paramédicaux et médicaux), facilitant ainsi leurs échanges. La thèse ouvre par ailleurs de nouvelles perspectives pour la définition d’une interface entre didactique et cognition
There are different approaches used to study dyscalculia. The dominant approach is centred on the cognitive functioning and individual characteristics. However, research in numerical cognition still must be lightened: there is no consensus about the definition, diagnostic criteria are unclear, and so on. We seek to know the place of mathematics education in these researches and how to reconcile approaches to better understand and support children with this disorder. In this PhD thesis, we are particularly interested in the didactic and cognitive points of view of numbers construction in the elementary school. To identify the points of convergence and divergence, we conduct a double bibliographic study (in mathematics education and cognition). Then we develop a methodology based on these theoretical elements and on existing tests analysis in order to design a mathematical difficulties detection tool (experimentally validated). This device, designed initially for teachers, aims to establish a profile of student’s skills to guide him in the implementation of remediation. Moreover, thanks to its particular conception (taking into account the specificities of numerical cognition and mathematics education), it makes it possible to establish a common inventory of the child’s difficulties that can be used by each of the professionals in charge of the student (teacher and paramedical and medical professionals), facilitating their exchanges. The thesis also opens new perspectives for the definition of an interface between education and cognition

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Karlsson, Joakim, and Ola Gustafsson. "Specialpedagogers syn på matematiksvårigheter och dyskalkyli." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35601.

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The purpose of this empirical study is to investigate special needs education teachers’ perception and knowledge before the concepts of mathematics difficulties and dyscalculia. We chose to emanate from three main questions. What meaning do the concepts of math difficulties and dyscalculia have for special needs education teachers? What do special needs education teachers think about the actuality regarding dyscalculia? What are the different approaches implemented by special needs education teachers towards mathematics difficulties and dyscalculia? Qualitative interviews were chosen as method because we believe that a survey would be too shallow and statistical. Responses may be too monotonous and short. By selecting interview as an information retrieval method gives us the opportunity to go more in depth with the help of supplementary questions, personal interaction and observation of the interviewee. The special needs education teachers we interviewed mostly agree with one another, however sometimes their perceptions differed which has led to an interesting and nuanced result. The result has given us many different approaches and beliefs facing difficulties in mathematics and dyscalculia, these makes us better equipped for our future students with difficulties in math. A definite conclusion from this study is that all our respondents jointly agreed that use of exploratory practical material and group works were suitable towards students with dyscalculia or math difficulties.

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Östergren, Rickard. "Mathematical Learning Disability : Cognitive Conditions, Development and Predictions." Doctoral thesis, Linköpings universitet, Psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96799.

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The purpose of the present thesis was to test and contrast hypotheses about the cognitive conditions that support the development of mathematical learning disability (MLD). Following hypotheses were tested in the thesis: a) domain general deficit, the deficit is primarily located in the domain general systems such as the working memory, b) number sense deficit, the deficit is located in the innate approximate number system (ANS), c) numerosity coding deficit, the deficit is located to a exact number representation system, d) access deficit, the deficit is in the mapping between symbols and the innate number representational system (e.g., ANS), e) multiple deficit hypothesis states that MLD could be related to more than one deficit. Three studies examined the connection between cognitive abilities and arithmetic. Study one and three compared different groups of children with or without MLD (or risk of MLD). Study two investigated the connection between early number knowledge, verbal working memory and the development of arithmetic ability. The results favoring the multiple deficit hypothesis, more specifically the result indicate that number sense deficit together with working memory functions constitutes risk-factors to the development of MLD in children. A simple developmental model that is based on von Asters and Shalev´s (2007) model and the present results is suggested, in order to understand the development of MLD in children.
Avhandlingens syfte var att testa och kontrastera hypoteser om vilka kognitiva förutsättningar som är centrala för utvecklandet av matematiska inlärningssvårigheter (MLD) hos barn. De hypoteser som prövas i avhandlingen är följande: a) den domängenerella hypotesen, detta innebär att den förmodade störningen/nedsättningen finns primärt i barnets generella förmågor, främst då i arbetsminnes funktioner. b) en nedsättning i den medfödda approximativa antalsuppfattningen. c) nedsättning i den exakta antalskodningen. d) nedsättning gällande kopplingen mellan den kulturellt betingande symboliska nivå (räkneord och siffror) samt den medfödda antalsuppfattningen (eller antalskodningen). e) slutligen prövas även hypotesen att MLD kan härröras från flera nedsättningar i dessa förmågor. I tre studier undersöktes kopplingen mellan kognitiva förmågor och aritmetik. i studie1 och 3 jämfördes grupper av barn med MLD (eller risk för MLD) med grupper av barn som inte hade MLD i studie 2 undersöktes kopplingen mellan förmågorna verbalt arbetsminne och tidig sifferkunskap samt tidig aritmetiskförmåga. Sammantaget indikerar resultaten från denna avhandling att det kan vara både multipla och enstaka kognitiva förmågor, primärt i den approximativa antalsuppfattningen samt i arbetsminnesfunktioner, som kan fungera som riskförutsättningar för utvecklande av MLD hos barn. Dock måste dessa förmågor samspela med andra faktorer som kan fungera kompensatoriskt eller riskhöjande för utvecklandet av MLD. En förenklad utvecklingsmodell med utgångspunkten i resultaten från studierna samt von Asters och Shalevs (2007) modell föreslås. Syftet med modellen är att den ska kunna användas som teoretiskt ramverk för att förstå utvecklingen av MLD hos barn.

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Devine, Amy. "Cognitive and emotional mathematics learning problems in primary and secondary school students." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268028.

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This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks. The link between these maths learning issues was examined by measuring their prevalence in large samples of English primary (N = 1004; N= 830) and secondary school (N = 927) students. Gender differences were also explored. Systematically varying diagnostic criteria for dyscalculia revealed that its prevalence ranged between 0.89-17.23 percent. When absolute performance thresholds were used, there was no gender difference in dyscalculia prevalence. The association of mathematics performance with other cognitive skills and mathematics anxiety was investigated longitudinally in subsamples of children with dyscalculia (n =10), typical mathematics performance (n=10) and high maths ability (n = 11). 80 percent of the children in the dyscalculia group still met the criteria for diagnosis at the final time point. Mathematics performance was positively associated with working memory performance and negatively associated with mathematics anxiety. Furthermore, children with dyscalculia had higher maths anxiety than the other two groups. The relationship between dyscalculia and high maths anxiety was estimated in a larger sample (N = 1757). Relatively few children with dyscalculia had high maths anxiety and the majority of students with high maths anxiety in fact had mathematics performance within or above the average range. Girls had higher maths anxiety than boys, and more girls had both dyscalculia and maths anxiety than boys. There was an expected negative correlation between maths anxiety and maths performance in the total sample, but this correlation was negligible in the children with dyscalculia. Collectively, these results suggest that cognitive and emotional mathematics problems are dissociable, and indicate that children with dyscalculia and maths anxiety likely require different types of intervention. Furthermore there appears to be no gender difference in maths performance or in the prevalence of dyscalculia. However, girls have higher maths anxiety than boys, and are more likely to be affected by maths anxiety alongside developmental dyscalculia. Maths anxiety may be a potential explanation for the underrepresentation of females in careers involving mathematics.

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Funk, Marlene. "När siffrorna inte går att stävja : En kvalitativ studie om pedagogers föreställningar om elevers matematiksvårigheter." Thesis, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8181.

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An increasing number of students leave the Swedish compulsory school without having a satisfactory grade in mathematics. Causes why students risk ending up with difficulties in the subject of mathematics are debated but one explanation might be that more and more students are diagnosed with dyscalculia. The purpose of this study is to investigate how educationalists identify and organize their teaching in order to help students with difficulties in mathematics to reach the schools requirement and long-term goals that are defined in advance. It is vital to detect learning difficulties at an early stage. Accordingly, it can be avoided that the student starts to develop a negative self-image due to repeated failures and in the same time provide relevant help. Educationalists working actively with teaching possess valuable knowledge that is presently well managed. However, there are many indications that the schools steadily reducing amount of resources will limit their efforts. My contribution is an attempt to elucidate this complex of problems that are part of the daily rounds of an educationalist and that have been debated profoundly during the last years. The studie is based in qualitative iterviews with teachers in compulsory shool and one special educationalist and the interwiews are, after compilation, compared with earlier research of difficulties in mathematics.

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Kullenberg, Lise-Lotte. "Dyskalkyli hos elever i grundskola och gymnasium." Thesis, Karlstads universitet, Avdelningen för psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28216.

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This paper presents the results of a study of dyscalculia. It is a retrospective archival study implemented with a deductive approach. On the basis of established research and theory 18 analytical categories were formulated, before a deductive thematic analysis of empirical material, consisting of journal data of 17 students investigated for dyscalculia, 14 girls (82.4%) and 3 boys (17.6%). The purpose of this study was to investigate the relationship between the concepts formulated in research on dyscalculia and actual mathematical difficulties as those found in practice of students at school. All pupils had early and long-term difficulties with mathematics, while not showing any difficulties in other subjects. Most have had an unsatisfactory learning environment. All had normal intelligence but difficulty with certain cognitive, self-regulatory and linguistic features. Difficulties persisted despite numerous and protracted relief efforts at school. The study highlights that some difficulties are more prominent than others in connection with dyscalculia. This applies particularly to working memory, automation, activity control, spatial functions, certain linguistic abilities, concentration, and executive functions. Pedagogical action adaptation had been completed for most of the students but did not show to have any noticible effect. One question that requires further research would be “ why adaptation does not give the desired effect.”
I denna uppsats redovisas resultatet av en studie av dyskalkyli. Det är en retrospektiv arkivstudie med en deduktiv ansats som genomförts. Med utgångspunkt i etablerad forskning och teoribildning formulerades 18 analytiska kategorier, före en deduktiv tematisk analys, på ett empiriskt material bestående av journaldata för 17 elever utredda med avseende på dyskalkylidiagnos, 14 flickor (82,4 %) och 3 pojkar (17,6 %). Syftet med studien var att undersöka förhållandet mellan de begrepp forskningen formulerat om dyskalkyli och faktiska matematiksvårigheter så som sådana visar sig i praktiken hos elever i skolan. Samtliga elever hade tidiga och långvariga svårigheter i matematik, men vanligen inte i andra ämnen. De flesta hade haft en otillfredsställande inlärningsmiljö. Alla hade normal intelligens men svårigheter med vissa kognitiva, självreglerande och språkliga funktioner. Svårigheterna kvarstod trots många och långvariga hjälpinsatser i skolan. Studien lyfter fram att vissa svårigheter är mer framträdande än andra i samband med dyskalkyli. Det gäller framförallt arbetsminne, automatisering, aktivitetsreglering, spatiala funktioner, vissa språkliga förmågor, koncentration och exekutiva funktioner. Pedagogisk åtgärdsanpassning hade genomförts för de flesta av eleverna men verkade inte ha haft någon större effekt. Varför åtgärdsanpassning inte ger avsedd effekt är ett problem som behöver undersökas vidare.

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Gonçalves, Thaís dos Santos. "Endofenótipo da dislexia: hereditariedade, alterações de linguagem e influências do processamento fonológico e memória visual nas habilidades de leitura, escrita e matemática." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/25/25149/tde-26042016-110848/.

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Os fatores genéticos e hereditários têm ganhado um foco especial como causa da dislexia, entretanto, há muito a ser estudado na busca de sua etiologia. Há vasta literatura associando o processamento fonológico ao aprendizado da leitura e escrita, porém pouco é investigado sobre a participação do processamento visual nas habilidades de leitura. Atualmente, a relação entre processamento fonológico e matemática tem sido apontada nas publicações científicas, sendo ainda pouco estudada, havendo necessidade de melhor compreensão entre a relação dessas habilidades, bem como as comorbidades entre dislexia e problemas na matemática. Este estudo teve como objetivo geral descrever o perfil endofenótipo dos sujeitos com dislexia referente à hereditariedade e influência do processamento fonológico e memória sequencial visual nas dificuldades da linguagem escrita e na matemática, no intuito de identificar semelhanças e diferenças no processamento da informação escrita entre indivíduos com dislexia e bons leitores. Participaram 35 indivíduos com o diagnóstico de dislexia e 46 bons leitores, de 8 a 13 anos e ambos os sexos. Nos dois grupos foram avaliadas as habilidades do processamento fonológico (consciência fonológica, acesso ao léxico e memória de trabalho fonológica), leitura de palavras, pseudopalavras, compreensão de texto, escrita e habilidades matemáticas. As habilidades do processamento fonológico e memória visual foram correlacionadas com a leitura, escrita e matemática nos dois grupos. Foi utilizado o Teste de Correlação de Pearson para correlacionar tais habilidades, e o Teste Qui-Quadrado e Teste U de Mann-Whitney para comparar o desempenho entre os grupos, adotando-se nível de significância de 5%. Encontrou-se que o histórico familial de problemas de aprendizagem esteve presente em mais da metade do grupo com dislexia, demonstrando que este é um importante fator de risco. Os indivíduos com dislexia apresentam pior desempenho no processamento fonológico, porém houve um pequeno número de disléxicos que não apresentou alterações na consciência fonológica e no acesso ao léxico. Em relação à memória de trabalho fonológica, os indivíduos com dislexia apresentaram pior desempenho, no entanto, quase metade dos bons leitores também apresentaram esta habilidade alterada. A maioria dos disléxicos apresentou o perfil de alteração nas três habilidades do processamento fonológico e um pequeno grupo apresentou a consciência fonológica e o acesso ao léxico preservado. Não houve diferenças significantes entre os grupos quanto à memória visual. Grande parte dos disléxicos apresentou dificuldades em habilidades matemáticas, o que foi encontrado em um pequeno grupo de bons leitores. Este estudo encontrou comorbidade entre dislexia e dificuldades matemáticas em 83% dos casos, sendo esta uma prevalência acima do que é descrito na literatura. As trocas ortográficas do tipo substituição de letras que representam fonemas surdos e sonoros e inversões parece ser um perfil da ortografia dos disléxicos. As habilidades de consciência fonológica, acesso ao léxico e memória de trabalho fonológica mostraram maior correlação na leitura e na escrita no grupo com dislexia, sugerindo que o processamento fonológico passa a ter menor participação na leitura e na escrita na medida em que os indivíduos se tornam leitores fluentes. A memória visual correlaciona-se com a matemática nos dois grupos.
Genetic and hereditarity factors have gained a special focus as the cause of dyslexia, however, there is much to be studied in the search for its etiology. There is extensive literature linking phonological processing to reading and writing learning, but the participation of visual processing in reading skills is little investigated. Currently, the relationship between phonological processing and mathematics has been identified in scientific publications, but still scarcely studied, there is need for better understanding the relationship between these skills as well as the comorbidities between dyslexia and problems in mathematics. This study aimed to describe the endophenotype profile of the subjects with dyslexia related to hereditarity and influence of phonological processing and visual sequential memory difficulties in written language and mathematics, in order to identify similarities and differences in written information processing between individuals with dyslexia and good readers. Participated in the study 35 diagnosed with dyslexia and 46 good readers, from 8 to 13 years old, both genders. Both groups were assessed the phonological processing skills (phonological awareness, lexical access and phonological working memory), words and pseudo words reading, reading comprehension, writing and math skills. The skills of phonological processing and visual memory were correlated with reading, writing and math in both groups. It was used the Pearson\'s Correlation Test to correlate these skills, and the Chi-square Test and Mann-Whitney Test to compare the performance between the groups, adopting a significance level of 5%. Family history of learning problems was present in more than half of the group with dyslexia, demonstrating that this is an important risk factor. Individuals with dyslexia performed worse in the phonological processing, but there was a small number of dyslexics that showed no alterations in phonological awareness and lexicon access. Regarding phonological working memory, individuals with dyslexia presented worse performance, however, nearly half of good readers also had this ability altered. Most dyslexics presented the profile of alterations in the three phonological processing skills and a small group presented phonological awareness and lexicon access preserved. There were no significant differences between groups as regards the visual memory. Much of dyslexics had difficulties in math skills, which were found in a small group of good readers. This study found comorbidity between dyslexia and mathematical difficulties in 83% of cases, which is a prevalence higher than what is described in the literature. Spelling exchanges like replacing letters that represent voiced and unvoiced phonemes and inversions appears to be a profile of the spelling of dyslexic. The phonological awareness skills, lexical access and phonological working memory showed higher correlation in reading and writing in the group with dyslexia, suggesting that phonological processing is replaced by lower participation in reading and writing insofar as individuals become fluent readers. The visual memory correlates with mathematics in both groups.

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Johansen, Ida. "Lærerens perspektiv på dyskalkuli og elevens selvoppfatning : En kvalitativ intervjustudie." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14546.

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The aim of this study has been to survey what kind of view primary school teachers have on the dyscalculia diagnosis, and which learning methods they believe are important for pupils with mathematic difficulties and dyscalculia. The study will also clarify what they believe is important in the development of the pupils’ self-perception. The following questions have been covered What is the primary school teachers view on the diagnosis dyscalculia? Which learning methods do the teachers consider to be the best for pupils with mathematic difficulties and dyscalculia? How are teachers in primary school reasoning over the identity of pupils with mathematic difficulties and dyscalculia? The method used to answer these questions has been the qualitative research method. This method goes in-depth with the goal of producing coherence and entirety. It aims to convey understanding (Larsen, 2009). The empirical material has been analyzed and discussed based on various theories as starting point. The theoretical starting points have been the sociocultural perspective, the concept of integration, the special education perspective and the concept of identity. The study shows that the teachers have rich, but different reasonings regarding dyscalculia as a diagnosis. They have different perceptions of how the teaching should be organized for pu-pils with mathematic difficulties and dyscalculia. The teachers believe that the school is playing a role in the self-perception of the pupils, but they are divided in their opinions re-garding whether it is decisive or not. They consider that there are various factors in the pupils‘ school life that has great influence on the pupils’ self-perception.

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Jonsson, Ylva, and Ellinor Lindqvist. "Dyskalkyli : En intervjustudie med föräldrar till ungdomarmed specifik räknesvårighet." Thesis, Uppsala universitet, Logopedi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-167947.

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Dyskalkyli, eller specifik räknesvårighet, är en specifik inlärningsstörning som innebärstora svårigheter att handskas med siffror. Detta är en kvalitativ intervjustudie medföräldrar till ungdomar med dyskalkyli, där frågor kring skolgång, insatser och känslorkring diagnosen samt relationen mellan förälder och ungdom berörs. Åtta föräldrar, allamödrar till ungdomar med dyskalkyli som är mellan 12 och 19 år intervjuades.Analysen som gjordes är en så kallad tematisk analys. De åtta teman som studienresulterade i är: Från upptäckt till utredning, Hur påverkar diagnosen?, Livet utanförskolan, Skolans hantering av svårigheter och dyskalkyli, Föräldrars insatser, Relationentill skolan, Vilka insatser önskas? och Hur dyskalkylin påverkar idag och framtiden.Föräldrar upplevde skolgången som en jobbig tid för både dem och deras barn och imånga fall har kommunikationen mellan skola och hem brustit. Kunskapen omdyskalkyli upplevdes som otillräcklig i de berörda skolorna, vilket påverkadeungdomarna negativt. Föräldrar efterfrågade också tidigare identifikation och utredningav svårigheterna. Studien kom fram till att kunskapen om dyskalkyli i skolorna behöverförbättras för att dessa elever ska kunna bemötas på ett tillfredsställande sätt, derassvårigheter kunna identifieras tidigare samt för att kunna erbjuda tidigare insatser.
Developmental dyscalculia is a specific learning disability that involves greatdifficulties in dealing with numbers. This is a qualitative interview study with parents ofadolescents who have dyscalculia, which raises questions about schooling, interventionand feelings concerning the diagnosis as well as the relationship between adolescent andparent. Eight parents, all mothers of children between the ages of 12 and 19 wereinterviewed. The analysis made is a so called thematic analysis. The eight themes thatresulted from the study were: From discovery to assessment, The effect of the diagnosis,Life outside of school, The schools way of dealing with the difficulties, Parentscontributions, The relationship with the school, What types of interventions arerequested by the parents?, How dyscalculia affects today and in the future. Parents feltthe schooling was tough for them and their children and in many cases thecommunication between the school and the home had fallen short. The knowledge aboutdyscalculia in the schools was perceived as insufficient, which affected the youthsnegatively. The parents also requested earlier identification and assessment of thedifficulties. The study concludes that the knowledge about dyscalculia needsimprovement in the schools in order to give these students a better schooling, to be ableto identify their difficulties earlier and provide earlier intervention.

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Florida, Julie. "Interventions in Solving Equations for Students with Mathematics Learning Disabilities : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30853.

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Approximately 5 to 14% of school age children are affected by mathematics learning disabilities. With the implementation of inclusion, many of these children are now being educated in the regular education class- room setting and may require additional support to be successful in algebra. Therefore, teachers need to know what interventions are available to them to facilitate the algebraic learning of students with mathemat- ics learning disabilities. This systematic literature review aims to identify, and critically analyze, interventions that could be used when teaching algebra to these students. The five included articles focused on interven- tions that can be used in algebra, specifically when solving equations. In the analysis of the five studies two types of interventions emerged: the concrete-representational-abstract model and graphic organizers. The concrete-representational-abstract model seems to show it can be used successfully in a variety of scenarios involving solving equations. The use of graphic organizers also seems to be helpful when teaching higher- level algebra content that may be difficult to represent concretely. This review discovered many practical implications for teachers. Namely, that the concrete-representational-abstract model of intervention is easy to implement, effective over short periods of time and appears to positively influence the achievement of all students in an inclusive classroom setting. The graphic organizer showed similar results in that it is easy to implement and appears to improve all students’ learning. This review provided a good starting point for teachers to identify interventions that could be useful in algebra; however, more research still needs to be done. Future research is suggested in inclusive classroom settings where the general education teacher is the instructor and also on higher-level algebra concepts.

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SILVA, Monica Aparecida da. "Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1995.

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One of the challenges of today's education is to seek alternatives to quality education. Historically in Mathematics these results are not very good. In the search for causes, there are, among many others, the difficulties of learning, which reach a considerable number of students. Among these, it is possible to emphasize the Discalculia that is a specific difficulty of the area of Mathematics. Researching the subject, it is observed that such difficulty is little known by the teachers and, therefore, it is important to know it in order to help the learning of these students. Due to this scenario, the Discalculia theme was chosen as activity research, through which one can interact with the discalculic student. In order to investigate further the subject, a case study was conducted with a 3rd year elementary school student diagnosed with Dyscalculia, Dysshy and ADHD (Attention Deficit Hyperactivity Disorder) belonging to the Municipal Education Network of the city of Barra do Pira? in the state of Rio de Janeiro and a literature review analyzing some theories about learning, conceptualizing some learning difficulties and, more precisely, the Discalculia. Thus the research is applied and descriptive, having a qualitative approach, since it aims to detect the difficulties presented by a student diagnosed with Discalculia, analyzing possible advances in learning after analyzing the resolutions of the proposed activities. The activities carried out in this research were initiated through a diagnostic evaluation, to verify the prerequisites presented by the student. Games, play activities were carried out, some with concrete materials, tests, problem solving, which were researched and elaborated from researches on published works on the subject. In addition to the daily records, a final evaluation will be carried out to analyze the student's development. Interviews were carried out with people close to the student, such as his mother, a teacher of the 1st year in which he was retained, with the teacher of the Resource Room and the teacher of the years 2015 and 2016. The student in question had already Repeated twice in the first year and once in the second year, and since 2015 and at the moment, is interested in carrying out activities inside and outside the classroom, which is much facilitating its development, Which began with the approval in the 2nd year and performed satisfactorily in the 3rd year that is.
Um dos desafios da educa??o atual ? buscar alternativas para uma educa??o de qualidade. Historicamente em Matem?tica esses resultados n?o s?o muito bons. Na busca por causas, encontram-se, entre muitas outras, as dificuldades de aprendizagem, as quais atingem um n?mero consider?vel de estudantes. Dentre estas, pode-se destacar a Discalculia que ? uma dificuldade espec?fica da ?rea de Matem?tica. Pesquisando sobre o assunto, observa-se que tal dificuldade ? pouco conhecida pelos professores e, portanto, ? importante conhec?-la para poder auxiliar a aprendizagem destes alunos. Devido a este cen?rio, o tema Discalculia foi escolhido como pesquisa de atividades, atrav?s das quais pode-se interagir com o aluno discalc?lico. Para buscar um aprofundamento do assunto, foi realizado um estudo de caso com um aluno do 3? ano do Ensino Fundamental diagnosticado com Discalculia, Disgrafia e TDAH (Transtorno de D?ficit de Aten??o e Hiperatividade) pertencente ? Rede Municipal de Educa??o da cidade de Barra do Pira? no estado do Rio de Janeiro e um levantamento bibliogr?fico analisando algumas teorias sobre aprendizagem, conceituando algumas dificuldades de aprendizagem e, mais precisamente, a Discalculia. Assim a pesquisa ? aplicada e descritiva, tendo uma abordagem qualitativa, pois tem como objetivo detectar as dificuldades apresentadas por um aluno diagnosticado com Discalculia, analisando poss?veis avan?os na aprendizagem ap?s an?lise das resolu??es das atividades propostas. As atividades realizadas nesta pesquisa foram iniciadas atrav?s de uma avalia??o diagn?stica, para verificar os pr?-requisitos apresentados pelo aluno. Foram realizados jogos, atividades l?dicas, alguns com materiais concretos, testes, resolu??o de quest?es, os quais foram pesquisados e elaborados a partir de pesquisas em trabalhos publicados sobre o assunto. Al?m dos registros di?rios, ser? realizada uma avalia??o final para an?lise do desenvolvimento do aluno pesquisado. Foram realizadas entrevistas com as pessoas pr?ximas ao aluno, tais como sua m?e, uma professora do 1? ano, no qual foi retido, com a professora da Sala de Recursos e a professora dos anos de 2015 e 2016. O aluno em quest?o j? havia repetido por duas vezes o 1? ano e uma vez o 2? ano, e desde o ano de 2015 e no momento, encontra-se interessado na realiza??o de atividades dentro e fora de sala de aula, o que muito est? facilitando seu desenvolvimento, que se iniciou com a aprova??o no 2? ano e realiza??o de modo satisfat?rio no 3? ano que se encontra.

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Nascimento, Leandro Tenório do. "Proficiência em matemática: discalculia e características da aprendizagem no ensino fundamental II e no ensino médio." Universidade Nove de Julho, 2016. http://bibliotecatede.uninove.br/handle/tede/1591.

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This research aims to evaluate the proficiency levels in math, students of the 6th year of primary school to the 3rd year of high school, with reference to the proposed content in the curriculum of the first four years of elementary education I. starts from assumption that these early mathematical concepts are very important in the mathematical logical reasoning construction process, being necessary therefore a follow-up arrest of this knowledge by students in later grades to key I, through polls and pedagogical interventions. With the quantitative and qualitative nature, characterized as case studies, carried out in two schools in the public school system, taking care to select one of those in peripheral region, which serve children from disadvantaged communities and other school in more centralized region in city center for pupils from different social classes of Franco da Rocha, city of São Paulo. The investigative research aims to identify the predisposition of dyscalculia among the evaluated students and the degree of difficulty that is presented in the subject, since the assessment that was applied consisted of questions with proposals abilities by the São State Education Paul, the mathematics curriculum and their technologies for students of 1st to 4th grade of elementary school, students in the 6th grade of elementary school II the 3rd year of high school. The research methodology was based according to the descriptive comments Robert Bogdan and Sari Biklen (1994).
A presente pesquisa tem como objetivo avaliar os níveis de proficiência em matemática, de alunos do 6º ano do ensino fundamental ao 3º ano do ensino médio. Teve como referência os conteúdos propostos no currículo oficial da Secretaria a Educação dos primeiros 4 anos do ensino fundamental I. Parte-se do pressuposto de que esses conceitos matemáticos são muito importantes no processo de construção do raciocínio lógico matemático, sendo necessário, assim, acompanhar a apreensão desses conhecimentos pelos alunos das séries posteriores ao fundamental I. Foram realizadas intervenções pedagógicas caracterizando-se como estudo de casos, realizado em duas escolas da rede pública, escolhendo uma região periférica e outra escola em região mais centralizada da cidade de Franco da Rocha, na Grande São Paulo. A pesquisa tem como finalidade identificar a pré-disposição á discalculia entre os alunos avaliados e seu grau de dificuldade. A pesquisa constava de questões com habilidades propostas pela Secretaria da Educação do Estado de São Paulo, no currículo de Matemática e suas Tecnologias para alunos de 1ª a 4ª série do ensino fundamental I, em alunos do 6º ano do ensino fundamental II ao 3º ano do ensino médio. A metodologia de pesquisa foi construída segundo as observações descritivas de Robert Bogdan e Sari Biklen (1994).

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Lafay, Anne. "Déficits cognitifs numériques impliqués dans la dyscalculie développementale." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26755.

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INTRODUCTION : La dyscalculie est un déficit spécifique d’apprentissage des mathématiques dont la prévalence s’étend de 1 à 10 %. La dyscalculie a des répercussions sur la scolarité et sur la vie quotidienne pouvant persister jusqu’à l’âge adulte et ainsi nuire à l’insertion professionnelle. Il existe actuellement deux grandes hypothèses cognitives pour expliquer la dyscalculie développementale : l’hypothèse d’un trouble cognitif général tel qu’un trouble de la mémoire de travail et l’hypothèse d’un trouble cognitif spécifiquement numérique. OBJECTIFS : L’objectif général de cette thèse doctorale est d’évaluer les déficits cognitifs numériques impliqués dans la dyscalculie développementale chez des enfants franco-québécois âgés entre huit et neuf ans, scolarisés en 3e année du primaire (1ère année du 2e cycle). Dans un premier temps, la thèse vise à recenser les écrits (étude 1) portant sur les déficits cognitifs numériques impliqués dans la dyscalculie. Ensuite, elle a pour objectifs spécifiques l'étude des capacités de traitement des quantités non symboliques (étude 2) et symboliques arabe et orale (étude 3), ainsi que de l’intégrité des représentations numériques sous forme de ligne numérique (étude 4). MÉTHODE : Des études comparatives d’un groupe d’enfants en difficulté mathématique (groupe dyscalculique) et d’un groupe d’enfants sans difficulté mathématique ont été réalisées. Des tâches faisant intervenir le code analogique (i.e. ensemble de points), le code arabe, le code oral, et la ligne numérique des nombres ont été administrées dans le but de mesurer les capacités de traitement, de production, et de reconnaissance des nombres. RÉSULTATS : La recension de la littérature permet d'établir qu’il n'existe aucun consensus quant aux déficits cognitifs numériques impliqués dans la dyscalculie (étude 1). Les résultats des études expérimentales montrent que les enfants dyscalculiques présentent des difficultés à traiter avec précision les petites quantités analogiques (étude 2) mais des habiletés préservées pour traiter approximativement les grandes quantités (étude 4). Ils présentent aussi des difficultés à traiter les nombres symboliques (arabe, oral) qui se manifestent par des atteintes de reconnaissance, de traitement et de production des nombres (études 3 et 4). Leur acuité numérique est également plus faible lorsqu'ils doivent traiter cognitivement les nombres symboliques sur une ligne numérique (étude 4). CONCLUSION : Les enfants dyscalculiques présentent un déficit du sens du nombre au niveau du traitement des petites quantités par le Système Numérique Précis, ainsi qu’un déficit de traitement des nombres symboliques. Ce déficit se manifeste à la fois par un déficit de reconnaissance, un déficit d’accès au sens du nombre via les codes symboliques et une acuité plus faible de la ligne numérique lorsqu'elle implique les nombres symboliques.

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Sjöberg, Gunnar. "Om det inte är dyskalkyli - vad är det då? : En multimetodstudie av eleven i matematikproblem ur ett longitudinellt perspektiv." Doctoral thesis, Umeå University, Mathematics, Technology and Science Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-777.

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One of the big problems of the Swedish nine-year compulsory school is the large number of pupils who fail to achieve a satisfactory standard in mathematics. One explanation that has been increasingly considered over the last ten years is that the pupils have dyscalculia. Some research suggests that 6 per cent of compulsory school pupils suffer from this dysfunction, which would in that case make it one of the Swedish school’s greatest teaching problems.

The purpose of this thesis is to examine this problem area from two aspects. First of all by examining the concept of dyscalculia by means of a review of the literature from 1992 onwards. The second perspective has as its starting point a case study where the purpose was to give a detailed picture of the pupil with mathematics problems. The latter part of the study was carried out over a six-year period when 200 pupils, 13 of them with particular mathematics problems, were studied in detail.

A point of departure for the study was provided by a large database where as much information as possible was collected about pupils from Year 5 of the nine-year compulsory school to Year 2 of the three-year upper secondary school. The pupils were asked to fill in regular questionnaires and classroom observations were made of roughly 100 mathematics lessons, 40 of which were recorded on video. Finally there were in-depth interviews of the 13 pupils on two occasions, the final one being during Year 2 of the upper secondary school.

The review of the research showed a series of dubious and indistinct circumstances surrounding the dyscalculia concept, and also ambiguity with regard to the diagnosis of dyscalculia. The conclusion of the review was that the concept of dyscalculia ought at present to be used with great caution, or perhaps not at all. Admittedly the review does not provide grounds for totally dismissing the dyscalculia concept, but as long as it remains impossible to determine the concept unambiguously, and I have not been able to do this in the course of this study, there are no good scientific grounds for using the term dyscalculia in practice.

The empirical study shows the complexity of the problem area. Both the causes suggested by the pupils as the origin of the problem and the measures that helped them to obtain their mathematics grades form a complex pattern. The low work input of the pupils during mathematics lessons, an unsettled working environment, large classes, problems of stress and anxiety prior to tests, and obstructive gender patterns are among the causes suggested by the pupils as explanations of the occurrence of the mathematics problems. Good teachers, in other words teachers who can explain, set limits and give encouragement, were a significant factor in reversing the downward trend. Positive experiences of school changes, where the pupil felt that he or she could start again from the beginning, were also mentioned as significant by several pupils. Collaboration with fellow-pupils and the fact that the pupils themselves decided to get to grips with the problems were other important reasons for the change. The prospects of students with specific problems in mathematics nevertheless being able to leave compulsory school with satisfactory grades appear, however, from the results of this study, to be bright. All the pupils left the compulsory school with satisfactory mathematics grades and also completed mathematics studies at upper secondary school, despite major problems in the subject at intermediate school (age 10-13) stage.

The study indicates the need for research closer to the actual practical situation and to the importance of emphasizing good examples in practice. As the students themselves emphasize discrete communication between them as significant in the subject of mathematics, this is also an important area for future research.

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Beppler, Cássia. "Perfil psicossocial e clínico em adultos que apresentam Transtorno de Déficit de Atenção/Hiperatividade com e sem Transtorno Específico de Aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163737.

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O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é caracterizado por sintomas de desatenção e/ou hiperatividade e impulsividade, causando prejuízos significativos na vida dos indivíduos desde a infância até a vida adulta. Pacientes com TDAH podem apresentar diferentes comorbidades, que causam prejuízos substanciais, repercutindo de forma negativa ao longo da vida. Um exemplo são os Transtornos Específicos da Aprendizagem (TEA), caracterizados pela presença de dificuldades específicas na leitura, na escrita e na matemática que podem interferir no desenvolvimento educacional, resultando em elevadas taxas de evasão escolar e por conseguinte, altas taxas de desemprego. O insucesso acadêmico é comum ao TDAH e ao TEA, havendo indícios de ser mais grave quando estes são comórbidos. Apesar da associação frequente entre TDAH e TEA, poucos estudos têm abordado tal comorbidade durante a idade adulta. Assim, o objetivo do presente estudo é investigar em que extensão o prejuízo acadêmico de adultos com TDAH pode ser explicado pela comorbidade com o TEA. A avaliação para TEA foi realizada por uma psicopedagoga em 53 adultos que apresentavam TDAH, previamente avaliados no Programa de Déficit de Atenção e Hiperatividade do Hospital de Clínicas de Porto Alegre, com um protocolo especificamente delineado conforme critérios diagnósticos especificados pelo DSM-5. Portadores e não portadores de TEA foram comparados quanto às características sociodemográficas, gravidade do TDAH e outras comorbidades frequentes. A presença de TEA foi associada a baixas taxas de conclusão da graduação universitária (P = 0,016). Os dados indicam que a sobreposição do TEA ao TDAH pode ser responsável por uma parcela substancial do prejuízo acadêmico presente no TDAH, levando à necessidade de mais estudos a fim de confirmar ou não esta importante observação.
Attention Deficit Hyperactivity Disorder (ADHD) is characterized by symptoms of inattention and/or hyperactivity and impulsivity, causing significant impairments in individuals' lives from childhood to adulthood. Patients with ADHD may present different comorbidities, which cause substantial damage, negatively impacting throughout life. One example is Specific Learning Disorders (SLD), characterized by the presence of specific difficulties in reading, writing and mathematics that may interfere with educational development, resulting in high rates of school dropout and, therefore, high unemployment rates. Academic failure is common to ADHD and SLD, with indications of being more severe when these are comorbid. Despite the frequent association between ADHD and SLD, few studies have addressed such comorbidity during adulthood. Thus, the goal of the present study is to investigate up to what extent the academic loss on adults with ADHD can be explained by the comorbidity with SLD. The evaluation for SLD was performed by a psychopedagogue in 53 adults who presented ADHD, previously evaluated in the Hospital de Clínicas de Porto Alegre's Attention Deficit Hyperactivity Disorder Program, with a specific delineated protocol and according to diagnostic criteria specified by DSM-5 and were compared for sociodemographic characteristics, severity of ADHD and other frequent comorbidities. The presence of ADHD was associated with low graduation rates (P = 0.016). The data indicate that SLD overlapping with ADHD may be responsible for a substantial portion of the academic impairment present in ADHD, leading to the need for further studies to confirm this important observation.

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Villar, José Marcelo Guimarães. "Discalculia na sala de aula de matemática: um estudo de caso com dois estudantes." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/5804.

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O presente trabalho, intitulado Discalculia na sala de aula de Matemática: um estudo de caso com dois estudantes, apresenta-se como um estudo preliminar dos aspectos neurológicos relacionados à dificuldade de aprendizagem na matemática, particularmente o distúrbio Discalculia. Primeiramente, elabora-se um questionário com docentes buscando investigar se os possíveis problemas na aprendizagem matemática se dão por fatores neurológicos. Após, é realizado outro questionário com profissionais da saúde procurando obter informações do processo de identificação, formas de tratamento, propostas de habilitação, orientações e propostas para o professor de matemática com o aluno discalcúlico. Por fim, dois alunos realizam um conjunto de exercícios problema, com intuito de identificar e reconhecer traços característicos da Discalculia, e atividades investigativas com perfil lúdico, utilizadas como ferramentas de intervenção pedagógica para reabilitar alunos com Discalculia e aqueles que apresentam problemas de aprendizagem na matemática. A análise buscou identificar as características ou sintomas por situação problema dentro do contexto de ensino. O estudo está fundamentado em leituras de vários teóricos, como Bastos (2008, 2016), Farrell (2008), Díaz (2011), Shalev et al. (2004, 2005, 2007), entre outros. A partir do questionário com os docentes, foi possível contatar que os mesmos, como não distinguem e nem reconhecem os termos dificuldades de aprendizagem, transtornos e distúrbios de aprendizagem, não foram capazes de identificar que as causas do déficit de aprendizagem na matemática também podem estar atribuídas às disfunções neurológicas, como é o caso do distúrbio de aprendizagem, a Discalculia. Já as especialistas reconheceram esse distúrbio, mas apontaram que esse tema ainda está em processo de pesquisa e que os problemas associados às dificuldades de aprendizagem, às vezes, são semelhantes e se sobrepõem, acarretando dificuldades na avaliação e identificação. A partir dos resultados obtidos das análises dos exercícios problemas, constatou-se que um dos alunos diagnosticado como discalcúlico apresentou fortes características de Discalculia. O outro, que não apresentava laudo, também apresentou traços significativos, surpreendendo. Importante salientar que esse resultado é inicial, havendo a necessidade de uma investigação com especialistas. Os resultados permitem afirmar também que os déficits apresentados nos sujeitos não foram necessariamente idênticos, mas qualitativamente diversificados. O estudo ressalta também a importância dos professores conhecerem as dificuldades dos alunos para que se tenha um planejamento e uma condução de ensino que corresponda aos mesmos.
This study, entitled Dyscalculia in the Mathematics classroom: a case study with two students, is presented as a preliminary study of the neurological aspects related to the difficulty of learning in mathematics, particularly the Dyscalculia disorder. Firstly, we made a questionnaire to teachers to investigate that it is possible problems in mathematical learning are due to neurological factors. After that, we made another questionnaire with health professionals, to get information on the identification process, treatment forms, habilitation proposals, guidelines and proposals for the math teacher with the dyscalculia student. Finally, two students perform a set of problem exercises in order to identify and recognize characteristic features of Dyscalculia, and research activities with a playful profile, used as pedagogical intervention tools to rehabilitate students with Dyscalculia and those with learning problems in mathematics. The analysis sought to identify the characteristics or symptoms by problem situation within the teaching context. The study is based on readings by several theorists, such as Bastos (2008, 2016), Farrell (2008), Díaz (2011), Shalev et al. (2004, 2005, 2007), Campos (2014), among others. From the questionnaire with the teachers, it was possible to contact them, as they do not distinguish and do not recognize the terms learning difficulties, disorders and learning disorders. Then, they were not able to identify that the causes of the learning deficit in mathematics can also be attributed to neurological dysfunctions, such as the learning disorder, Dyscalculia. Experts have acknowledged this disorder, but pointed out that this theme has still been in the process of researched and that problems associated with learning difficulties are sometimes similar and overlapping, leading to difficulties in evaluation and identification. From the results, that was obtained from the analyzes of the problem exercises, it was verified that one of the students diagnosed as dyscalculia presented strong characteristics of Dyscalculia. The other, which did not present an award, has also presented significant features, surprising. It is important to point out that this result is initial, and there is a need for an investigation with specialists. The results have also allowed us to affirm that the deficits presented in the subjects were not necessarily identical, but qualitatively diversified. The study has also highlighted the importance of teachers to know the difficulties of the students so that they have a planning and a teaching direction that corresponds to them.

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Hein, Jakob. "The specific disorder of arithmetical skills." Doctoral thesis, Humboldt-Universität zu Berlin, Medizinische Fakultät - Universitätsklinikum Charité, 2000. http://dx.doi.org/10.18452/14549.

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Die Rechenstörung ist definiert als Unfähigkeit, trotz normaler Intelligenz und angemessener Beschulung grundlegende Rechenfertigkeiten zu erwerben. Über dieses Störungsbild gibt es nur wenige wissenschaftliche Daten. Die vorliegende Studie hatte zum Ziel, epidemiologische sowie klinische und neuropsychologische Daten zur Rechenstörung zu erheben. In einem ersten Abschnitt wurden 182 zufällig ausgewählte Drittklässler einer Großstadtpopulation mit standardisierten Leistungstests untersucht. Probanden mit einem erheblich schlechteren Ergebnis in Mathematik als in Rechtschreibung wurden als solche mit dem Verdacht auf eine Rechenstörung identifiziert. Wir fanden eine Prävalenz von 6,59 % (n=12). Der zweite Teil der Studie hatte eine umfassende klinisch-neurologische und neuropsychologische Diagnostik zur Überprüfung der Verdachtsdiagnose der Probanden zum Inhalt. Nur fünf der Eltern der zwölf identifizierten Probanden stimmten dieser weiterführenden Diagnostik zu. Von diesen fünf Probanden konnten bei vier umschriebene Störungen der Rechenfertigkeiten diagnostiziert werden. Jedoch nur einer erfüllte die diagnostischen Kriterien der ICD-10 für eine Rechenstörung. Die erhobenen Daten werden verglichen mit denen einer anderen Studie der Arbeitsgruppe mit einer repräsentativen Stichprobe aus einem ländlichen Raum. Zwar finden sich aufgrund zeitlicher Unterschiede und unterschiedlicher zur Anwendung gebrachter Testinstrumente erhebliche Unterschiede in den Ergebnissen der standardisierten Leistungstests, die Prävalenz für Rechenstörungen ist jedoch in beiden Studien gleich. Auf der Grundlage einer Übersicht bisher veröffentlichter Forschungsergebnisse und der erhobenen Daten wird die Diagnose der Rechenstörung diskutiert. Es wird geschlussfolgert, dass sie trotz teilweise unscharfer Definition als medizinische Entität valide ist. Der Vorzug der Verwendung von deskriptiv-qualitativen diagnostischen Kriterien an Stelle von quantitativen Differenzen in standardisierten Leistungstests wird betont, ebenso wie die Erfordernis einer international einheitlichen Terminologie. Die Notwendigkeit weiterer Forschung auf dem Gebiet wird unterstrichen.
The Specific disorder of arithmetical skills is defined as an individual's unability to acquire arithmetical skills in spite of normal intelligence and adequate mathematical education. There is a considerable lack of data on the condition. The present study attempts to collect epidemiological as well as clinical and neuropsychological data. In a first step, randomly chosen 182 third-graders of a city population were screened for a suspected Specific disorder of arithmetical skills, defined by a significantly worse mathematics compared to spelling achievement. We found the prevalence of the condition to be 6.59 % (n=12). In the second step we attempted to validate the suspected Specific disorder of arithmetical skills with a thorough clinico-neurological and neuropsychological test battery. Only five of the parents of the twelve probands agreed to further testing. Of those five, four showed below-average performances in at least one area of mathematical abilities. However, only one proband met the diagnostic criteria for the condition of the ICD-10. The study compares our data with those of another study by our group of a rural population sample. Due to temporal differences and different screening instruments, the screening test results are quite dissimilar, yet the prevalence rate for the condition is equal in both studies. Considering a review of the literature on the field as well as our own data the diagnosis of the Specific disorder of arithmetical skills is discussed. It is concluded that it has validity as a medical condition, but that is currently ill-defined. Diagnostic criteria employing qualitative aspects of the condition rather than quantitative discrepancies in standardized tests are proposed. An universal terminology of the condition is suggested and the need for further research emphasized.

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Picinini, Rita dos Santos de Carvalho. "Estudo preliminar sobre o impacto da estimulação transcraniana por corrente contínua em tarefa de multiplicação." Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/1725.

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Fundo Mackenzie de Pesquisa
Different mathematical skills have been investigated over time and, with the advance of neuroimaging techniques, such as PET (Positron Emission Tomography) and fMRI (functional Magnetic Resonance), central components of arithmetical processing have been identified in the parietal and the pre-frontal cortices. Besides the advances of the neuroimaging techniques, other techniques such as non-invasive brain modulation have also been studied such as the transcranial magnetic stimulation (TMS) and the transcranial direct current stimulation (TDCS) in the involvement of cognitive functions in the area of calculation. This study aimed at investigating the impact of anodal TDCS applied over the left dorsolateral pre-frontal cortex (LDLPFC), right parietal cortex (RPC), left parietal cortex (LPC) while the subject was performing multiplication operations. Fifteen healthy volunteers, students of psychology, aged between 18 and 30 years old, have held subtests of the WAIS III and the multiplication task. The results showed that the anodal TDCS over the RPC improved the performance of men regarding the number of rightness. The influence of TDCS on volunteers who had worse performance took place not on complex tasks, but simple arithmetical ones. Besides, the influence of TDCS on volunteers who had better performance was in complex tasks, not simple ones. These results show that the effects of the TDCS on a certain function depend on the baseline values of each volunteer. The other stimulation conditions over the LDLPFC and LPC did not show any significant results. The TDCS can bring a beneficial effect in calculation tasks, depending on the intensity, polarity, time and location of stimulation, resulting in the increased or diminished cortex excitability.
Diferentes habilidades matemáticas vêm sendo investigadas ao longo dos tempos e, com o avanço das técnicas de neuroimagem, como PET (Tomografia por emissão de Pósitrons) e fMRI (ressonância magnética funcional) componentes centrais no processamento aritmético vêm sendo identificados em córtex parietal e pré-frontal. Além do avanço das técnicas de neuroimagem, outras técnicas como de modulação cerebral não-invasiva também vêm sendo estudadas, como Estimulação Magnética Transcraniana (EMT) e a Estimulação Transcraniana por Corrente Contínua (ETCC) no envolvimento das funções cognitivas com a área de cálculo. Este estudo teve como objetivo investigar o impacto da ETCC anódica quando aplicada no Córtex Pré-Frontal Dorsolateral (CPFDLE), Córtex Parietal Direito (CPD), Córtex Parietal Esquerdo (CPE) no desempenho em operações de multiplicação. Quinze voluntários saudáveis, estudantes de psicologia, com faixa etária entre 18 e 30 anos, realizaram subtestes do WAIS III e a tarefa de multiplicação. Os resultados desse estudo mostraram que a ETCC anódica aplicada no CPD melhorou o desempenho dos homens em relação ao número de acertos. A influência da ETCC em participantes com pior desempenho em Aritmética se deu em tarefa simples de multiplicação, mas não complexa, ao passo que a influência da ETCC em participantes com melhor desempenho em Aritmética se deu em tarefa complexa de multiplicação, mas não em simples. Tais resultados sinalizam que os efeitos da estimulação em uma determinada função dependem dos valores de linha de base de cada participante As outras condições de estimulações, CPFDLE e CPE não resultaram em efeitos significativos. A ETCC pode produzir um efeito benéfico em tarefas de cálculo, dependendo da intensidade, polaridade, tempo e localização da estimulação, podendo resultar em aumento ou diminuição na excitabilidade do córtex.

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Monye, Joseph Ifeanyi. "Effects of Direct Instruction Common Core Math on Students With Learning Disabilities." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251535.

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U.S. students with learning disabilities’ math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson’s theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the α-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students’ graduation rates and promoting students’ engagement in school and beyond.

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Cunha, José Manuel Gonçalves Leitão da. "Children dyscalculia: game based mobile application for learning mathematics." Master's thesis, 2019. http://hdl.handle.net/1822/70598.

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Dissertação de mestrado integrado em Engenharia Informática
Dyscalculia is a mathematical disorder, with an estimated prevalence of about 5 to 7%, which is roughly the same prevalence as developmental dyslexia. The most generally agreed upon feature of children with dyscalculia is the difficulty in learning and remembering arithmetic facts. Difficulty with basic arithmetic is a common characteristic, but dyscalculics appear to have a more fundamental problem in that they perform poorly on tasks requiring an understanding of basic numerical concepts, especially the concept of numerosity. This disorder significantly interferes with academic performance and everyday activities that require skills with numbers and calculus. The main objective of this work is to develop an educational mobile application game for children suffering from dyscalculia, available on Android platforms.
“A discalculia é um distúrbio matemático, com uma prevalência estimada em cerca de 5 a 7%, que é aproximadamente a mesma prevalência que a dislexia do desenvolvimento. A característica mais comum aceita das crianças com discalculia é a dificuldade em aprender e lembrar fatos aritméticos. A dificuldade com a aritmética básica é uma característica comum, mas os discalculicos parecem ter um problema mais fundamental, uma vez que desempenham mal em tarefas que exigem uma compreensão de conceitos numéricos básicos, especialmente o conceito de numerosidade. Esse distúrbio interfere significativamente no desempenho acadêmico e nas atividades cotidianas que exigem habilidades com números e cálculo. O principal objetivo deste trabalho é desenvolver um jogo educacional de aplicações móveis para crianças que sofrem de discalculia, disponível nas plataformas Android.”

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Ferraz, Filipa Tinoco. "An evolving cognitive approach to dyscalculia screening and therapeutics." Doctoral thesis, 2022. http://hdl.handle.net/1822/76851.

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Doctoral program in Biomedical Engineering
A crescente taxa de insucesso escolar e o aumento da aversão à matemática têm geralmente origem na discalculia. A sua incidência na população é de cerca de 6 a 7%, e o facto de que é praticamente desconhecida faz com que a sua associação à discalculia seja difícil de se realizar, tendo um impacto negativo no quotidiano dos indivíduos. Uma vez que esta desordem existe desde a conceção, é crucial iniciar a terapêutica nas fases iniciais da vida para mitigar a sua severidade. Atualmente não existe um teste standard para o diagnóstico da discalculia, e a sua origem ainda não está bem definida. Adicionalmente, os sistemas de apoio à aprendizagem para crianças com discalculia apenas existem sob a forma de papel ou software para computador, somente na língua inglesa. Por isso, é uma lacuna a sua não-consciencialização no sistema de educação especial português, assim como a inexistência de ferramentas de apoio direcionadas para este tipo de dificuldade de aprendizagem. É relevante criar um sistema de apoio à aprendizagem português adequado à discalculia, em linha com as novas tendências tecnológicas. A falta de sensibilização para este tipo de desordem, assim como a inexistência de sistemas de apoio resultam nos maus resultados observados nos exames nacionais de matemática. É importante criar conhecimento nesta área para permitir o desenvolvimento de ferramentas eficientes de apoio compatível com qualquer dispositivo móvel e que visa auxiliar as crianças a evoluir os seus conhecimentos matemáticos, permitindo-lhes ao mesmo tempo divertirem-se enquanto jogam. Doravante, a inclusão de características inteligentes no software que ajusta o jogo às dificuldades das crianças, e o estudo da atividade cerebral enquanto usam a aplicação, são dois potenciais ganhos diferenciadores para o estudo e dedução de novas perspetivas sobre a discalculia. O objetivo principal é desenvolver e extrair conhecimento suficiente de modo a se conseguir uma solução inovadora, atrativa e dinâmica para terapêutica e diagnóstico de discalculia, direcionada para ajudar crianças a melhorar as suas capacidades de ordem matemática enquanto jogam. A inovação surge da inclusão de competências inteligentes e evolutivas na solução de acordo com as dificuldades das crianças e do seu progresso.
The growing scholar failure rate among pupils and the increasing aversion to mathematics generally have their origins in dyscalculia. The incidence is around 6-7% and the fact that it is hardly known makes its association hard to accomplish, having a negative impact on everyday life. As it is a disorder that exists since conception, it is important to start therapy early in life to mitigate its severity. Currently, there are no standard tests to detect dyscalculia and its origins are not yet well-identified. In addition, learning support systems for children with dyscalculia exist only in English in the form of paper or computer software. Therefore, it is a big gap that there is no awareness of this disorder in Portuguese special education, as well as the non-existence of support tools targeted at this type of learning disability. It is important to create an appropriate Portuguese learning support system for dyscalculia, in line with new technological trends. The non-awareness of this disorder and the non-existence of support systems contribute to the tragic results seen in the national mathematics tests. It is important to create knowledge in this area to allow the development of efficient support tools that can be adapted to any mobile device and that aims to help children develop their mathematical knowledge, allowing them to have fun while they play it. Henceforth, incorporating intelligent features into the software according to children's difficulties and studying brain activity while playing are two potential gains in studying and deriving new perspectives about dyscalculia. The main goal is to develop and extract enough knowledge to achieve an innovative, engaging, and dynamic solution for dyscalculia therapeutics and screening, aimed at helping children to improve their mathematical skills while playing. Innovation comes from incorporating intelligence and developing skills into the solution according to children's difficulties and progress.
This work was supported by a scholarship awarded to Filipa Tinoco Ferraz by the University of Minho, financed by CCDR-N, with the reference UMINHO/BD/35/2016.

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KLABOUCHOVÁ, Michaela. "Návrh pracovních listů pro výuku matematiky v 6. třídě základní školy pro žáky s dyskalkulií." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-50025.

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This thesis deals with children with ?mathematical? defects. Dyscalculia and other are usually defects in communication between the child and surrounding world. The goal is to teach these children mathematics on the level they are able to understand. The thesis is divided into four parts. In the first two parts it deals with the dyscalculia. In the second part it deals with ?reeducational? technics. In the third and fourth parts you can find worksheets that have been created by me. The work of children with dyscalculia is valued there by me afterwards. I put focus on work of pupils, e.g. how they?ve found the work with the worksheets and if they brought some value and benefits while working with them. The thesis shows that we use the most common methods and technics that have to be proved by children. This should be a usefull publication for teachers who are working with children with the dyscalculia. In general, it should bring a usefull hand for a better orientation in the problems of dyscalculia and explain it.

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PRŮŠOVÁ, Renáta. "Problematika a prevence poruch učení u dětí na základní škole." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-251653.

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The dissertation pursue learning malfunctions problematics and prevention by the elementary school students. I decided for this topic based on the experience with my bachelor thesis. Bachelor thesis was focused on learning malfunctions in general. The main goal is to provide the reader enough informations about this problem and offer practical solutions for prevention and correction. In the first part I described all the malfunctions theoretically, their diagnostics, reeducation and prevention. The further chapters are about the approach to education, family and school cooperation and advisory system. The second part comes from practical research. I introduced the special utility to prevent and minimalize the malfunctions. This utility was applied in practice based on the qualitative research by the standart observation method. The reader can find in the end of dissertation the final results of my research.

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Pimenta, Nélia José. "Discalculia: contributo do Geogebra nas crianças com NEE." Master's thesis, 2013. http://hdl.handle.net/10400.26/9474.

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Hoje em dia os alunos têm inúmeras dificuldades na disciplina de Matemática, nomeadamente na resolução de problemas e em certas competências envolvendo cálculos. Em particular, a Discalculia traduz um caso extremo deste tipo de dificuldades, sendo uma Necessidade Educativa Especial (NEE) classificada como Dificuldade de Aprendizagem Específica (DAE). A escola e toda a comunidade educativa têm-se mostrado preocupados com o insucesso dos alunos, sobretudo os que revelam dificuldades na aprendizagem das operações matemáticas e falhas no raciocinio lógico-matemático, derivadas de desordens de caráter neuro-processológico, sendo que estes, em termos de inteligência, apresentam parâmetros considerados normais, podendo até sobressair noutras áreas. É frequente alunos assim diagnosticados não revelarem problemas afetivos ou emocionais. Aos professores pede-se que estejam atentos e que sinalizem os alunos o quanto antes, a fim de se poder intervir e atenuar os transtornos destas crianças, fomentando estratégias que levem ao sucesso. Este estudo pretendeu saber se as tecnologias de informação e comunicação (TIC), mais concretamente o programa Geogebra, facilitam a aprendizagem de alunos com NEE, nomeadamente os ligados à Discalculia. Para a realização deste estudo foram criados dois grupos, um de controle e outro onde foi efetuada a intervenção tecnológica. A amostra foi composta por vinte e dois alunos do segundo ciclo a frequentar uma escola de Lisboa. Os resultados obtidos apontam para uma melhoria na aquisição dos conteúdos após a intervenção recorrendo a uma situação criada com o auxilio do programa matemático Geogebra.
Nowadays, students have many difficulties in learning Mathematics, including problem solving and calculation skills. Particularly, Dyscalculia is an extreme case of such difficulties, being a Special Educational Need (SEN) classified as Specific Learning Difficulty (SpLDs). The whole school community has proven to be worried about the failure of students, particularly those that, due neural disorders, reveal difficulties in learning mathematical procedures and logical reasoning. Usually, these students show normal performance in terms of intelligence. They can be excellent in other subjects. Often, these students do not present affective or emotional problems as well. Teachers are asked to be vigilant, identifying dyscalculic students as soon as possible in order to intervene and build effective strategies. This work sought to ascertain whether the technologies for mathematics education, specifically the well-known software Geogebra, improve learning of mathematics of SEN students, including those linked to Dyscalculia. For this work two groups were created; a control goup and a treatment group which underwent a technological intervention with geogebra. The sample consisted of twenty- two students of the 5th grade of a school in Lisbon. The results indicate an improvement in the acquisition of some mathematical skills after the intervention using a situation created with Geogebra .

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Dissertations / Theses on the topic 'Dyscalculia'

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