识别数学学习障碍学生的算术流畅性和数字处理能力。

IF 2.9 2区 医学 Q1 EDUCATION, SPECIAL
H. Hellstrand , S. Holopainen , J. Korhonen , P. Räsänen , A. Hakkarainen , M.-J. Laakso , A. Laine , P. Aunio
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引用次数: 0

摘要

背景:有数学学习障碍(MLD)的学生在数字处理技能(如枚举和数字比较)和算术流利性方面有困难。传统上,数学学习障碍是根据算术流畅性来识别的。目的:本研究调查了在算术流利性的基础上,数字处理技能在识别 MLD 和 LA 学生方面的准确性,以及数字处理技能的分类能力是否随年级而变化:研究对象为三至九年级(9-15 岁)的 18405 名学生(女生 = 9080 人)。学生的基本计算能力由在线计算障碍筛选器(功能性计算能力评估--计算障碍电池,FUNA-DB)进行评估,该筛选器包括数字处理和算术流畅性两个因子:确认性因子分析支持 FUNA-DB 的双因子结构。该双因素结构在不同语言组、性别和年级之间是不变的。受试者操作特征曲线分析表明,数字处理能力是对不同年级的 MLD 和 LA 状况进行公平分类的一种方法。与LA(截止值小于25%)相比,数字处理能力预测MLD(截止值小于5%)的分类准确性更高:研究结果表明,在识别患有 MLD 的学生时,需要同时测量数字处理能力和算术流畅性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities

Background

Students with mathematical learning disabilities (MLD) struggle with number processing skills (e.g., enumeration and number comparison) and arithmetic fluency. Traditionally, MLD is identified based on arithmetic fluency. However, number processing skills are suggested to differentiate low achievement (LA) from MLD.

Aims

This study investigated the accuracy of number processing skills in identifying students with MLD and LA, based on arithmetic fluency, and whether the classification ability of number processing skills varied as a function of grade level.

Methods and procedures

The participants were 18,405 students (girls = 9080) from Grades 3–9 (ages 9–15). Students’ basic numerical skills were assessed with an online dyscalculia screener (Functional Numeracy Assessment –Dyscalculia Battery, FUNA-DB), which included number processing and arithmetic fluency as two factors.

Outcomes and results

Confirmatory factor analyses supported a two-factor structure of FUNA-DB. The two-factor structure was invariant across language groups, gender, and grade levels. Receiver operating characteristics curve analyses indicated that number processing skills are a fair classifier of MLD and LA status across grade levels. The classification accuracy of number processing skills was better when predicting MLD (cut-off < 5 %) compared to LA (cut-off < 25 %).

Conclusions and implications

Results highlight the need to measure both number processing and arithmetic fluency when identifying students with MLD.

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来源期刊
CiteScore
5.50
自引率
6.50%
发文量
178
期刊介绍: Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.
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