Skip to main navigation menu Skip to main content Skip to site footer
Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 20 No. 3 (2017): Noviembre

INTERVENTION IN LEARNING DIFFICULTIES IN MATHEMATICS : INFLUENCE OF THE SEVERITY

DOI
https://doi.org/10.12802/relime.17.2032
Submitted
June 28, 2023
Published
2017-11-30

Abstract

The Integrated Dynamic Representation (IDR) is a strategy that attempts to improve basic mathematic skills and problem solving.  The present study is aimed at analyzing the effectiveness of the IDR in learning difficulties in mathematics (LDM) depending on their  severity levels. A sample of 80 students (age range: 6-9) with mild and moderate LDM took part in the study. They were assigned to two groups: control group (CG; 40 students who followed the traditional methodology), and treatment group (TG; 40 students who received intervention with IDR). Results demonstrated the effectiveness of the intervention with IDR in comparison to
the traditional methodology in both severity levels. The TG presented improvements in all the competencies analyzed, regardless the severity level; while the CG showed some improvements in informal and formal skills, but only within the mild severity level. These findings suggest that IDR strategy leads to better results in students with mild and moderate LDM.

References

  1. APA. (2014). Manual Diagnóstico y Estadístico de los Trastornos Mentales. DSM-5. [Diagnostic and Statistical Manual of Mental Disorders, Five Edition]. Madrid: E. Médica Panamericana.
  2. Arbuckle, J. L. (2010). SPSS (Version 19.0) [Computer Program]. Chicago: SPSS.
  3. Argibay, J. C. (2009). Muestra en investigación cuantitativa. Subjetividad y Procesos Cognitivos, 13 (1), 13-29. Recuperado el 24 de noviembre de 2017 de: https://goo.gl/bQbtmT
  4. Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences, 14 (12), 534-541.doi: http://dx.doi.org/10.1016/j.tics.2010.09.007
  5. Cueli, M., Areces, D., García, T., Rodríguez, C., Álvarez - García, D. y González - Castro, P. (2017). Learning Difficulties in Mathematics: An Intervention Proposal. En J. A. González- Pienda, A. Bernardo, J. C. Nuñez, y C. Rodríguez (Eds.), Factors affecting academic
  6. performance (pp. 173-191). Nueva York: Nova science publishers.
  7. Cueli, M., González - Castro, P., Rodríguez, C., Núñez, J. C. y González - Pienda, J. A. (2018). Intervención sobre las variables afectivo - motivacionales relacionadas con el aprendizaje en matemáticas. Educación XX1, 21 (1), 375-393. doi: http://dx.doi.org/10.5944/educxx1.12233
  8. Cueli, M., Rodríguez, C., Areces, D., García, T. y González - Castro, P. (En prensa). Mejora del aprendizaje autorregulado en matemáticas a través de una aplicación hipermedia: diferencias en función del rendimiento académico y el conocimiento previo. The Spanish Journal of
  9. Psychology. doi:10.1017/sjp.2017.63
  10. De Smedt, B. y Gilmore, C. K. (2011). Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. Journal of Experimental Child Psychology, 108 (2), 278-292. doi: http://dx.doi.org/10.1016/j.jecp.2010.09.003
  11. Geary, D. C. (2003). Learning disabilities in arithmetic: Problem - solving differences and cognitive deficits. In H. L. Swanson, K. R., Harris, y S. Graham (Eds.), Handbook of learning disabilities (pp. 199-212). New York: Guildford Press.
  12. Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P. y Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79 (3), 1202-1242.doi: http://dx.doi.org/
  13. 3102/0034654309334431
  14. Ginsburg, H. P. y Baroody, A. J. (2003). The Test of Early Mathematics Ability (3rd ed.). Austin, TX: Pro Ed.
  15. Ginsburg, H. P. y Baroody, A. J. (2007). Tema-3: test de competencia matemática básica. (Madrid: TEA Ediciones.
  16. González - Castro, P., Cueli, M., Cabeza, L., Álvarez - García, D. y Rodríguez, C. (2014). Improving basic math skills through integrated dynamic representation strategies. Psicothema, 26 (3), 378-384. doi: 10.7334/psicothema2013.284
  17. González - Castro, P., Cueli, M., Areces, D., Rodríguez, C. y Sideridis, G. (2016). Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit / Hyperactivity Disorder and Mathematical Learning. Learning Disabilities Research and Practice, 31 (3), 142-155. doi: 10.1111/ldrp.12106
  18. Ise, E. y Schulte - Körne, G. (2013). Symptoms, diagnosis, and treatment of dyscalculia. Zeitschrift für Kinder - und Jugendpsychiatrie und Psychotherapie, 41 (4), 271-282. doi: 10.1024/1422- 4917/a000241
  19. Kadosh, R. D., Dowker, A., Heine, A., Kaufmann, L. y Kucian, K. (2013). Interventions for improving numerical abilities: Present and future. Trends in Neuroscience and Education, 2 (2), 85-93. doi: http://dx.doi.org/10.1016/j.tine.2013.04.001
  20. Kaufmann, L., Mazzocco, M. M., Dowker, A., von Aster, M., Göbel, S. M., Grabner, R. H.,... y Nuerk, H. (2013). Dyscalculia from a developmental and differential perspective. Frontiers in Psychology, 4, 516, doi: 10.3389/fpsyg.2013.00516
  21. Kingsdorf, S. y Krawec, J. (2014). Error Analysis of Mathematical Word Problem Solving Across Students with and without Learning Disabilities. Learning Disabilities Research and Practice, 29 (2), 66-74. doi: http://dx.doi.org/10.1111/ldrp.12029
  22. Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford Press.
  23. Krawec, J., Huang, J., Montague, M., Kressler, B. y Melia, A. (2012). The effects of cognitive strategy instruction on knowledge of math problem solving processes of middle school students with learning disabilities. Learning Disability Quarterly, 36 (2), 80-92. doi: http://dx.doi.org/10.1177/0731948712463368
  24. Kucian, K., Grond, U., Rotzer, S., Hezi, B., Schönmann, C., Plangger, F., Galli, M. Martin, E., y von Aster, M. (2011). Mental number line training in children with developmental dyscalculia. NeuroImage, 57 (3), 782-795. doi: http://dx.doi.org/10.1016/j.neuroimage.doi: 2011.01.070
  25. Kucian, K. y von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 174, 1- 13. doi: http://dx.doi.org/10.1007s00431-014-2455-7
  26. Mayer, R. E. (2004). Psicología de la educación. Madrid: Pearson Educación. Miranda, A. y Gil - Lario, M. D. (2001). Las dificultades en el aprendizaje de las matemáticas: concepto, manifestaciones y procedimientos de manejo. Revista de Neurología Clínica, 2 (1), 55-71.
  27. Miranda, A., Meliá, A. y Taverner, R. (2009). Habilidades matemáticas y funcionamiento ejecutivo de niños con trastorno por déficit. Psicothema, 21 (1), 63-69
  28. Miranda, A., Taverner, R., Soriano, M., Meliá, A. y Casañ, P. (2008). Aplicación de nuevas tecnologías con estudiantes con dificultades de aprendizaje en la solución de problemas matemáticos: la ‘escuela submarina’. Revista de Neurología, 48 (S1), 59-63.
  29. Montague, M. (2011). Mathematics. En V. G. Spencer y Boon, R. T. (Eds.), Best practices for the inclusive classroom, (pp. 200-225). USA: ProfrockPress Inc. Pape, S. J. y Tchoshanov, M. A. (2001). The role of representation(s) in developing mathematical understanding. Theory into Practice, 40 (2), 118-127.
  30. Powell, S. R., Cirino, P. T. y Malone, A. S. (2017). Child - Level Predictors of Responsiveness to Evidence - Based Mathematics Intervention. Exceptional Children, 83 (4) 359-377. doi: https: //doi.org/10.1177/0014402917690728
  31. Presentación, M. J., Siegenthaler, R., Pinto, V., Mercader, J. y Miranda, A. (2014). Math Skills and Executive Functioning in Preschool: Clinical and Ecological Evaluation. Revista de Psicodidáctica, 20 (1), 65-82. doi: http://dx.doi.org/10.1387/RevPsicodidact.11086
  32. Presentación, M. J., Mercader, J., Siegenthaler, R., Fernández - Andrés, I. y Miranda, A. (2015). Funcionamiento ejecutivo y motivación en niños de educación infantil con riesgo de dificultades en el aprendizaje de las matemáticas. Revista de Neurología, 60 (1), 81-85.
  33. Raghubar, K., Cirino, P., Barnes, M., Ewing - Cobbs, L., Fletcher, J. y Fuchs, L. (2009). Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties. Journal of Learning Disabilities, 42 (4), 356-371. doi: http://dx.doi.org/10.1177/0022219409335211
  34. Romero, P. J. F. y Lavigne, C. R. (2005). Dificultades en el aprendizaje: unificación de criterios diagnósticos. Málaga (España): Universidad de Málaga.
  35. Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K. y Schwab - Stone, M. E. (2000). Diagnostic interview schedule for children version IV (NIMH DISC-IV): Description, differences from previous versions and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39 (1), 28-38. doi: http://dx.doi.org/10.1097/00004583-200001000-00014
  36. Swanson, H. L., Hoskyn, M. y Lee, C. M. (1999). Interventions for students with learning disabilities. New York, NY: Guilford.
  37. Valle, A., Rodríguez, S., Cabanach, R. G., Núñez, J. C., González - Pienda, J. A. y Rosário, P. (2009). Diferencias en rendimiento académico según los niveles de las estrategias cognitivas y de las estrategias de autorregulación. SUMMA Psicológica UST, 6 (2), 31-42.
  38. Van Garderen, D. y Montague, M. (2003). Visual - spatial representations and mathematical problem solving. Learning Disabilities Research and Practice, 18 (4), 246-254. doi: 10.1093/deafed/enm022
  39. Van Garderen, D., Scheuermann, A. y Jackson, C. (2012). Developing Representational Ability in Mathematics for Students With Learning Disabilities: A Content Analysis of Grades 6 and 7 Textbooks. Learning Disability Quarterly, 35 (1) 24-38. doi: 10.1177/0731948711429726
  40. Wechsler, D. (2005). The Wechsler Intelligence Scale for Children - 4 th edition. London: Pearson Assessment.
  41. Wilson, A. J., Dehaene, S., Pinel, P., Revkin, S. K., Cohen, L. y Cohen, D. (2006). Principles underlying the design of “The Number Race”, an adaptive computer game for remediation of dyscalculia. Behavioral Brain Function, 2, 19. doi: http://dx.doi.org/10.1186/ 1744-9081-2-19
  42. Zawojewski, J. S. y Lesh, R. (2003). A model and modeling perspective on problem solving. In R. Lesh y H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving (pp. 317-328). Mahwah, NJ:Lawrence Erlbaum.

Downloads

Download data is not yet available.

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.