Dyscalculia And Development Of Sense Of Number: Implementation Of An Intervention Program
The present study try to understand how the application of a Dyscalculus Intervention Program, focused at the development of number sense, influences the mathematical performance of children in the 2nd year of schooling. We performed an evaluation of the mathematical competences of a group of students, of the 2nd year of schooling, and identified possible signs of dyscalculia through an exhaustive documentary analysis and, also, the resolution of a Mathematical Competence Check Test. After identifying the subjects with dyscalculia we applied a program oriented to the development of mathematical competences. The results indicate that the activities performed were very positive, contributing to the improvement of most of the skills evaluated and directed to the number sense, namely: establish numerical orders / sequences, compare and order numbers, perform arithmetic operations (additions and subtractions ) and solve simple problems using the operations that best suit the type of question. Given the type of study we consider relevant the testing of the method to other participants.
Full Text:PDF 35-43
AmericanPsychiatricAssociation. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). USA: American Psychiatric Pub.
Berch, Daniel B, & Mazzocco, Michele MM. (2007). Why is math so hard for some children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities. Baltimore, MD, Paul H. Brookes Pub. Co.
Bernardi, Jussara, & Stobäus, Claus Dieter. (2011). Dyscalculia: to know for to include. 2011, 13. doi: 10.5902/1984686x2386
Bivar, A., Grosso, C., Oliveira, F. , & Timóteo, M. . (2013). Programa e Metas Curriculares de Matemática do Ensino Básico.
Bogdan, R. , & Biklen, S. . (1994). Investigação Qualitativa em Educação: uma introdução à teoria e aos métodos. . Porto: Porto Editora.
Cruz, Vitor. (2009). Dificuldades de aprendizagem específicas. Lisboan: Lidel.
Fritz, Annemarie, Haase, Vitor Geraldi, & Räsänen, Pekka. (2019). International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom. USA: Springer International Publishing.
Geary, David C, Hamson, Carmen O, & Hoard, Mary K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of experimental child psychology, 77(3), 236-263.
Greeno, James G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22(3), 170-218. doi: 10.2307/749074
Guillemin, Francis, Bombardier, Claire, & Beaton, Dorcas. (1993). Cross-cultural adaptation of health-related quality of life measures: Literature review and proposed guidelines. Journal of Clinical Epidemiology, 46(12), 1417-1432. doi: https://doi.org/10.1016/0895-4356(93)90142-N
Harp, L. . (2011). Dyscalculia Symptoms and Test
Karagiannakis, Giannis, Baccaglini-Frank, Anna, & Papadatos, Yiannis. (2014). Mathematical learning difficulties subtypes classification. Frontiers in human neuroscience, 8, 57.
Kaufmann, Liane, & von Aster, Michael. (2012). The diagnosis and management of dyscalculia. Deutsches Arzteblatt international, 109(45), 767-778. doi: 10.3238/arztebl.2012.0767
McIntosh, A., Reys, B. J., & Reys, R. E. . (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2-44.
Moreau, David, Wiebels, Kristina, Wilson, Anna J, & Waldie, Karen E. (2019). Volumetric and surface characteristics of gray matter in adult dyslexia and dyscalculia. Neuropsychologia, 127, 27-41.
NationalCouncilOfTeachersOfMathematics. (2007). Princípios e normas para a Matemática escolar. Lisboa: APM.
Rebelo, JA. (1998). Dificuldades de Aprendizagem em Matemática: as suas relações com problemas emocionais. Revista Portuguesa de Pedagogia, XXXII, 2, 227-249.
Ribeiro, A. B., & Baptista, A. I. . (2006). Dislexia: compreensão: Coimbra: Editora Quarteto.
Sanches, Isabel. (2005). Compreender, Agir, Mudar, Incluir. Da investigação-acção è educação inclusiva. Revista Lusófona de Educação, 5, 127-142.
Yang, DC. . ( 2003). Teaching and Learning Number Sense – An Intervention Study of Fifth Grade Students in Taiwan. International Journal of Science and Mathematics Education, 1(1), 115-134. doi: https://doi.org/10.1023/A:1026164808929
Yang, Der‐Ching, & Li, Mao‐neng Fred. (2008). An investigation of 3rd‐grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443-455. doi: 10.1080/03055690802288494
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
World of Researches Publication