Mathematical Profile & Dyscalculia Test Dr. Giannis Karagiannakis 1 Giannis Karagiannakis Sketching out the mathematical cognitive profile of students with mathematical learning difficulties through the: MathPro & Dyscalculia Test 8.2.2018 Varese National & Kapodistrian University of Athens 1 v Children who subsequently complete high school with relatively low mathematics achievement are more likely to be unemployed or paid lower wages (Rivera-Batiz, 1992). v Mathematics ability in general is crucial for success in Western societies (Ancker & Kaufman, 2007). v Poor mathematics skills have a bigger impact on life chances than poor literacy (Parsons & Bynner, 2005). 2
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Mathematical Profile & Dyscalculia Test · Mathematical Profile & Dyscalculia Test Dr. Giannis Karagiannakis 1 Giannis Karagiannakis Sketching out the mathematical cognitive profile
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v Children who subsequently complete high school with relatively low mathematics achievement are more likely to be unemployed or paid lower wages (Rivera-Batiz, 1992).
v Mathematics ability in general is crucial for success in Western societies (Ancker & Kaufman, 2007).
v Poor mathematics skills have a bigger impact on life chances than poor literacy (Parsons & Bynner, 2005).
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MathematicalProfile&DyscalculiaTest
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overview
q Theoretical framework
q The MathPro Test
q MLD profiles
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q Theoretical framework
q The CleverMath test
q MLD profiles
overview
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q Although approximately 5–8% of students have dyscalculiaresearchers have not yet developed consensus operationalcriteria (Lewis & Fisher, 2016).
q There aren’t district borderlines between low achievement inmathematics and Dyscalculia due to the lack of studies thatattempt to differentiate the cognitive from non-cognitivesources of mathematics difficulties.
q The above explain partly the heterogeneity and thecomorbidity often-mentioned at MLD studies.
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Domainspecificcognitivedeficit
A. in the magnitude system (Landerl, Bevan, & Butterworth, 2004; Wilson & Dehaene, 2007)
Arabic
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Auditory-Verbal
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Quantity
B. in the accessing a magnitude representation from symbolic numbers (De Smedt, Noel, Gilmore,& Ansari, 2013; Rousselle & Noel, 2007)
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Domain generalcognitive deficit
§ long term memory (semantic memory) in learning and storing knowledge mathematical concepts and procedures
§ short term memory for maintaining information in unchanged format for a short while.
§ working memory (phonological & visual-spatial) in storing and processing simultaneously information
§ executive functions: processing speed, inhibition of irrelevant associations from entering WM, shifting from one operation-strategy to another, attention, updating and strategic planning
Grade Sex Sum Boys Girls1 50 57 1072 55 43 983 52 50 1024 55 56 1115 52 40 926 56 57 113Sum 303 320 623
𝑥" (5,N=623)=3.09,p=.69.
Typical sample
Clinical sample 19 6th grade MLD from Eureka Leuven school
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Cronbach’s a coefficient and repeated-measures analysis of gender, grade, difficulty and grade x difficulty Cronbach’sa Gendersig. Grade Difficulty GradexDifficulty