Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children with Mathematics Difficulties

Autor/inn/en	Wong, Terry T.-Y.; Ho, Connie S.-H.; Tang, Joey
Titel	Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children with Mathematics Difficulties
Quelle	In: Journal of Learning Disabilities, 50 (2017) 1, S.49-61 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415588851
Schlagwörter	Learning Disabilities; Mathematics Skills; Numeracy; Low Achievement; Comparative Analysis; Kindergarten; Grade 1; Cognitive Processes; Hypothesis Testing; Foreign Countries; Mathematics Tests; Intelligence Tests; Memory; Hong Kong; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Unterdurchschnittliche Leistung; School year 01; 1. Schuljahr; Schuljahr 01; Cognitive process; Kognitiver Prozess; Hypothesenprüfung; Hypothesentest; Ausland; Intelligence test; Intelligenztest; Gedächtnis; Hongkong
Abstract	Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests that the origin of this disability lies in the inability to associate numbers with the underlying magnitude representation. The present study compared the performance of DDs with their low-achieving (LA) and normally achieving peers in nonsymbolic numerosity processing and number-magnitude mapping over 1 year (from kindergarten to 1st grade). The results demonstrated differential impairments in different subgroups of children with mathematics difficulties. While DDs showed deficits in both nonsymbolic numerosity processing and number-magnitude mapping, LAs showed deficit only in the number-magnitude mapping. Furthermore, the deficit in number-magnitude mapping among the DD group was partially explained by their number sense deficit. The number sense deficit hypothesis is supported. Theoretical and practical implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01