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Yıl 2023, Cilt: 5 Sayı: 2, 146 - 166, 30.08.2023

Stella Eteng-uket Vivian C. Amaechı-udogu

https://doi.org/10.47806/ijesacademic.1294709

Öz

Kaynakça

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  • Beacham, N., & Trott, C. (2005). Screening for dyscalculia within HE. MSOR Connections, 5(1), 5– 8.
  • Bopp, K. L., & Verhaeghen, P. (2009). Working memory and aging: Separating the effects of content and context. Psychology and Aging, 24(4), 968–980. https://doi.org/10.1037/a0017731
  • Butterworth, B. (1999). The Mathematical Brain. Papermac.
  • Butterworth, B. (2003) Dyscalculia Screener. London: nferNelson Publishing Company.
  • Butterworth B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in cognitive sciences, 14(12), 534–541. https://doi.org/10.1016/j.tics.2010.09.007
  • Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: from brain to education. Science, 332(6033), 1049-1053. https://doi.org/10.1126/science.1201536
  • Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205–228. https://doi.org/10.1080/87565640801982312
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  • Dehaene, Stanislas & Piazza, Manuela & Pinel, Philippe & Cohen, Laurent. (2003). Three Parietal Circuits for Number Processing. Cognitive neuropsychology. 20. 487-506. https://doi.org/10.1080/02643290244000239.
  • Dellatolas, G., von Aster, M., Willadino-Braga, L., Meier, M., & Deloche, G. (2000). Number processing and mental calculation in school children aged 7 to 10 years: A transcultural comparison. European Child & Adolescent Psychiatry, 9(Suppl 2), S102–S110. https://doi.org/10.1007/s007870070003
  • Dehaene, S. (1999). The Number Sense: How the Mind Creates Mathematics. Oxford University Press.
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  • Doyle A. (2010).Dyscalculia and mathematical difficulties: Implications for transition to higher education in the Republic of Ireland. A paper presented at the Disability Service Symposium Trinity College Dublin. Retrived on 4/10/2020 from https://www.researchgate.net/publication/273137402
  • Dirks, E., Spyer, G., van Lieshout, E. C., & de Sonneville, L. (2008). Prevalence of combined reading and arithmetic disabilities. Journal of learning disabilities, 41(5), 460–473. https://doi.org/10.1177/0022219408321128
  • Eteng-Uket, S. (2023). "The Development, Validation, and Standardization of a New Tool: The Dyscalculia Test." Numeracy 16(2), 1-25 https://doi.org/10.5038/1936-4660.16.2.1417
  • Evans, B. (2001). Dyslexia and Vision. Wiley-Blackwell.
  • Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114(2), 345–362. https://doi.org/10.1037/0033-2909.114.2.345
  • Geary, D. C., Hamson, C. O., & Hoard, M. 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. https://doi.org/10.1006/jecp.2000.2561
  • Geary, D. C. & Hoard, M. K. (2001). ‘Numerical and arithmetical deficits in learning-disabled pupils: relation to dyscalculia and dyslexia.’ Aphasiology, 15(7), 635–47.
  • Geary, D.C. (2004a). Mathematics and Learning Disabilities. Developmental Neuropsychology, 32(1), 471–519.
  • Geary D. C. (2004b). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
  • Gross-Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: prevalence and demographic features. Developmental medicine and child neurology, 38(1), 25–33. https://doi.org/10.1111/j.1469-8749.1996.tb15029.x
  • Haberstroh S, Schulte-Körne G (2019). Clinical practice guideline: The diagnosis and treatment of dyscalculia. Dtsch Arztebl Int 116, 07–14. https://doi.org/10.3238/arztebl.2019.0107
  • Hein, J., Bzufka, M., & Neum€arker, K. (2000). The specific disorder of arithmetic skills. Prevalence studies in a rural and an urban population sample and their clinico-neuropsychological validation. European Child & Adolescent Psychiatry, 9, S87–S101. https://doi.org/10.1007/s007870070012
  • Herlitz, A., & Yonker, J. E. (2002). Sex differences in episodic memory: the influence of intelligence. Journal of clinical and experimental neuropsychology, 24(1), 107–114. https://doi.org/10.1076/jcen.24.1.107.970
  • Hornung, C., Schiltz, C., Brunner, M., Martin, R., & Kaufmann, L. (2014). Predicting math achievement: The unique contribution of symbolic and non-symbolic number processing skills. Frontiers in Psychology, 5, 251. https://doi.org/10.3389/fpsyg.2014.00272
  • Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107(2), 139–155. https://doi.org/10.1037/0033-2909.107.2.139
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Differential Influence of Demographic Variables on Dyscalculia Dimensions

Yıl 2023, Cilt: 5 Sayı: 2, 146 - 166, 30.08.2023

Stella Eteng-uket Vivian C. Amaechı-udogu

https://doi.org/10.47806/ijesacademic.1294709

Öz

Dyscalculia is a specific learning difficulty that affects an individual's ability to perform mathematical tasks. The research was aimed at investigating whether gender and age have a differential influence on the number sense, arithmetic operations, and working memory dimensions of dyscalculia. The research design was an expo facto research design. The population was all 87320 junior secondary school 1 and 2 students in Obio-Akpor local government area. The sample consists of 453 students who have been diagnosed with dyscalculia. This sample was randomly drawn using a multistage sampling procedure. A standardized instrument, the Dyscalculia Test by Eteng-Uket, was used for data collection. High validity and reliability indices were obtained for the test. The data were analyzed using mean, standard deviation, one-way, and two multivariate analyses of variance. The result showed that gender and age independently and in interaction had a differential influence on dyscalculia dimensions, but this differential influence was not significant. Based on these findings, it is recommended that educators use a variety of individualized instructional strategies and materials, including visual aids, manipulatives, and adaptive technologies that are effective for different genders and age groups of dyscalculics

Anahtar Kelimeler

Dyscalculia gender age number sense arithmetic operations working memory

Kaynakça

  • Andersson, U., & Lyxell, B. (2007). Working memory deficit in children with mathematical difficulties: a general or specific deficit?. Journal of experimental child psychology, 96(3), 197–228. https://doi.org/10.1016/j.jecp.2006.10.001
  • Asperholm, M., Nagar, S., Dekhtyar, S., & Herlitz, A. (2019). The magnitude of sex differences in verbal episodic memory increases with social progress: Data from 54 countries across 40 years. PloS one, 14(4), e0214945. https://doi.org/10.1371/journal.pone.0214945
  • Asperholm, M., Högman, N., Rafi, J., & Herlitz, A. (2019). What did you do yesterday? A meta-analysis of sex differences in episodic memory. Psychological bulletin, 145(8), 785–821. https://doi.org/10.1037/bul0000197
  • American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc.. https://doi.org/10.1176/appi.books.9780890425596
  • Badian, N. (1999). Persistent arithmetic, reading, or arithmetic and reading disability. Annals of Dyslexia, 49, 43–70. https://doi.org/10.1007/s11881-999-0019-8
  • Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. L., & Jacobsen, S. J. (2005). Math learning disorder: incidence in a population-based birth cohort, 1976-82, Rochester, Minn. Ambulatory pediatrics: the official journal of the Ambulatory Pediatric Association, 5(5), 281–289. https://doi.org/10.1367/A04-209R.1
  • Beacham, N., & Trott, C. (2005). Screening for dyscalculia within HE. MSOR Connections, 5(1), 5– 8.
  • Bopp, K. L., & Verhaeghen, P. (2009). Working memory and aging: Separating the effects of content and context. Psychology and Aging, 24(4), 968–980. https://doi.org/10.1037/a0017731
  • Butterworth, B. (1999). The Mathematical Brain. Papermac.
  • Butterworth, B. (2003) Dyscalculia Screener. London: nferNelson Publishing Company.
  • Butterworth B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in cognitive sciences, 14(12), 534–541. https://doi.org/10.1016/j.tics.2010.09.007
  • Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: from brain to education. Science, 332(6033), 1049-1053. https://doi.org/10.1126/science.1201536
  • Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205–228. https://doi.org/10.1080/87565640801982312
  • David, C. V. (2012). Working memory deficits in Math learning difficulties: A meta-analysis. International Journal of Developmental Disabilities,58(2), 67–84. https://doi.org/10.1179/2047387711Y.0000000007
  • Desoete, A., Roeyers, H., & De Clercq, A. (2004). Children with mathematics learning disabilities in Belgium. Journal of Learning Disabilities, 37, 50–61. https://doi.org/10.1177/00222194040370010601
  • Dehaene, S. (1999). The Number Sense: How the Mind Creates Mathematics. Oxford University Press.
  • Dehaene, Stanislas & Piazza, Manuela & Pinel, Philippe & Cohen, Laurent. (2003). Three Parietal Circuits for Number Processing. Cognitive neuropsychology. 20. 487-506. https://doi.org/10.1080/02643290244000239.
  • Dellatolas, G., von Aster, M., Willadino-Braga, L., Meier, M., & Deloche, G. (2000). Number processing and mental calculation in school children aged 7 to 10 years: A transcultural comparison. European Child & Adolescent Psychiatry, 9(Suppl 2), S102–S110. https://doi.org/10.1007/s007870070003
  • Dehaene, S. (1999). The Number Sense: How the Mind Creates Mathematics. Oxford University Press.
  • Drew S., (2015). Dyscalculia in higher education. A Doctoral Thesis Submitted at Loughborough University.
  • Dowker, A. (2004). What Works for Children with Mathematical Difficulties? Research Report RR554. Nottingham: DfES Publications.
  • Doyle A. (2010).Dyscalculia and mathematical difficulties: Implications for transition to higher education in the Republic of Ireland. A paper presented at the Disability Service Symposium Trinity College Dublin. Retrived on 4/10/2020 from https://www.researchgate.net/publication/273137402
  • Dirks, E., Spyer, G., van Lieshout, E. C., & de Sonneville, L. (2008). Prevalence of combined reading and arithmetic disabilities. Journal of learning disabilities, 41(5), 460–473. https://doi.org/10.1177/0022219408321128
  • Eteng-Uket, S. (2023). "The Development, Validation, and Standardization of a New Tool: The Dyscalculia Test." Numeracy 16(2), 1-25 https://doi.org/10.5038/1936-4660.16.2.1417
  • Evans, B. (2001). Dyslexia and Vision. Wiley-Blackwell.
  • Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114(2), 345–362. https://doi.org/10.1037/0033-2909.114.2.345
  • Geary, D. C., Hamson, C. O., & Hoard, M. 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. https://doi.org/10.1006/jecp.2000.2561
  • Geary, D. C. & Hoard, M. K. (2001). ‘Numerical and arithmetical deficits in learning-disabled pupils: relation to dyscalculia and dyslexia.’ Aphasiology, 15(7), 635–47.
  • Geary, D.C. (2004a). Mathematics and Learning Disabilities. Developmental Neuropsychology, 32(1), 471–519.
  • Geary D. C. (2004b). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
  • Gross-Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: prevalence and demographic features. Developmental medicine and child neurology, 38(1), 25–33. https://doi.org/10.1111/j.1469-8749.1996.tb15029.x
  • Haberstroh S, Schulte-Körne G (2019). Clinical practice guideline: The diagnosis and treatment of dyscalculia. Dtsch Arztebl Int 116, 07–14. https://doi.org/10.3238/arztebl.2019.0107
  • Hein, J., Bzufka, M., & Neum€arker, K. (2000). The specific disorder of arithmetic skills. Prevalence studies in a rural and an urban population sample and their clinico-neuropsychological validation. European Child & Adolescent Psychiatry, 9, S87–S101. https://doi.org/10.1007/s007870070012
  • Herlitz, A., & Yonker, J. E. (2002). Sex differences in episodic memory: the influence of intelligence. Journal of clinical and experimental neuropsychology, 24(1), 107–114. https://doi.org/10.1076/jcen.24.1.107.970
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  • Kaufman,S.B (2007). Sex differences in mental rotation and spatial visualization ability: Can they be accounted for by differences in working memory capacity? Intelligence(35) 3, 211-223, https://doi.org/10.1016/j.intell.2006.07.009.
  • Kaufmann, L. (2012). The Diagnosis and Management of Dyscalculia. Deutsches Ärzteblatt International, 109(45), 767-778. https://doi.org/10.3238/arztebl.2012.0767
  • Hutchison, J. E., Lyons, I. M., and Ansari, D. (2019). More Similar ThanDifferent: Gender Differences in Children’s Basic Numerical Skills Are the Exception Not the Rule. Child. Develop. 90 (1), e66–e79. doi:10.1111/cdev.13044
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  • Lewis, C., Hitch, G. J., & Walker, P. (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year old boys and girls. Journal of Child Psychology and Psychiatry, 35, 283–292. https://doi.org/10.1111/j.1469-7610.1994.tb01162.x
  • Looi C.Y. & Kadosh, R.C.(2019) The Cambridge Encyclopaedia of Child Development, 2nd edition (In Press). Retrieved on 4/10/2020.
  • Lynn, R., & Irwing, P. (2008). Sex differences in mental arithmetic, digit span, and g defined as working memory capacity. Intelligence, 36(3), 226-235. https://doi.org/10.1016/j.intell.2007.06.002
  • Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. Cognition, 93(2), 99–125. https://doi.org/10.1016/j.cognition.2003.11.004
  • Norris, J. E., McGeown, W. J., Guerrini, C., & Castronovo, J. (2015). Aging and the number sense: preserved basic non-symbolic numerical processing and enhanced basic symbolic processing. Frontiers in psychology, 6, 999. https://doi.org/10.3389/fpsyg.2015.00999
  • M. Mazzocco, M. M., & Myers, G. F. (2003). Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years. Annals of dyslexia, 53(1), 218. https://doi.org/10.1007/s11881-003-0011-7
  • McCaskey U, von Aster M, Maurer U, Martin E, O’Gorman Tuura R & Kucian K (2018) Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia. Frontier in Human Neuroscience Vol (11) 1-15. https://doi.org/10.3389/fnhum.2017.00629.
  • Merdian, G., Merdian, F., Schardt, K (2012). Bamberger Dyskalkuliediagnostik 1–4+ (R) (BADYS 1–4+).Bamberg: PaePsy.
  • Moll, K., Kunze, S., Neuhoff, N., Bruder, J., & Schulte-Korne, G. (2014). Specific learning disorder: € Prevalence and gender differences. PLoS ONE, 9(7), e103537. https://doi.org/10.1371/journal. pone.0103537
  • Nikolaos C. Zygouris N.I., Vlachos F., Dadaliaris A.N., Oikonomou, P.,Stamoulis, G.I., Vavougios, V., Nerantzaki E., & Striftou, A. (2017). A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application .International Journal of E. P. 7(4).51-65, https://doi.org/10.3991/ijep.v7i4.7434
  • Olkun, S., Altun A., Sahin S.G. & Kaya G.(2016). Psychometric Properties of a Screening Tool for Elementary School Student’s Math Learning Disorder Risk. International Journal of Learning, Teaching and Educational Research 15 (12), 48-66.
  • Ogbogo & Opara, I. M (2021). Quantitative and Qualitative Analysis of Dyscalculia Test (September 18, 2021). International Journal of Education, Learning and Development, 9, (7), 1-15.
  • Ogbogo, & Orluwene, Goodness Wobihiele, Psychometric Analysis of Dyscalculia Test (September 17, 2021). British Journal of Education 9(9), 55-70, 2021,
  • Pandey, S. & Agarwal, S, (2015). Assessment of learning disability (dyscalculia) among school going children: today’s concern. International Journal of Current Research, 7, (10), 22033-22035
  • Peard, R. (2010). Dyscalculia: What is its prevalence? Research evidence from case studies. Procedia - Social and Behavioral Sciences, 8, 106-113. https://doi.org/10.1016/j.sbspro.2010.12.015
  • Piccardi, L., D’Antuono, G., Marin, D. et al. New Evidence for Gender Differences in Performing the Corsi Test but Not the Digit Span: Data from 208 Individuals. Psychol Stud 64, 411–419 (2019). https://doi.org/10.1007/s12646-019-00512-3
  • Pauls, F., Petermann, F. & Lepach, A.C/.(2013)Gender differences in episodic memory and visual working memory including the effects of age. Memory, 21(7), 857-874, https://doi.org/10.1080/09658211.2013.765892
  • Reigosa-Crespo, V., Ferrer, E., & Gómez-Conde, I. (2017). The influence of age, gender and cognitive performance on the functional connectivity of the central executive network in children with dyscalculia. PloS one, 12(3), e0175061
  • Ramaa, S., & Gowramma, I. P. (2002). A systematic procedure for identifying and classifying children with dyscalculia among primary school children in India. Dyslexia (Chichester, England), 8(2), 67–85. https://doi.org/10.1002/dys.214
  • Reigosa-Crespo, V., Valdes-Sosa, M., Butterworth, B., Estevez, N., Rodrıguez, M., Santos, E., Lage, A. (2011). Basic numerical capacities and prevalence of developmental dyscalculia: The Havana survey. Developmental Psychology, 48, 123–135. https://doi.org/10.1037/a0025356
  • Robert, M., & Savoie, N. (2006). Are there gender differences in verbal and visuospatial working-memory resources?. European Journal of Cognitive Psychology, 18(03), 378-397. https://doi.org/10.1080/09541440500234104
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  • Rosselli, M., Matute, E., Pinto, N., & Ardila, A. (2006). Memory abilities in children with subtypes of dyscalculia. Dev Neuropsychol, 30(3), 801-818. https://doi.org/10.1207/s15326942dn3003_3
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  • Trott, C. (2010b). Dyscalculia in Further and Higher Education. CETL MSOR Conference Proceedings (pp. 68–73). University of Birmingham.
  • von Aster, M. G., & Shalev, R. S. (2007). Number development and developmental dyscalculia. Developmental medicine and child neurology, 49(11), 868–873. https://doi.org/10.1111/j.1469-8749.2007.00868.x
  • Vos, H., Marinova, M., De Léon, S. C., Sasanguie, D., & Reynvoet, B. (2023). Gender differences in young adults' mathematical performance: Examining the contribution of working memory, math anxiety and gender-related stereotypes. Learning and Individual Differences, 102, 102255. https://doi.org/10.1016/j.lindif.2022.102255
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  • Yilmaz Z. (2017) Young Children’s Number Sense Development: Age Related Complexity across Cases of Three Children. International Electronic Journal of Elementary Education, 9(4), 891-902.
  • Voyer, D., Saint Aubin, J., Altman, K., & Gallant, G. (2021). Sex differences in verbal working memory: A systematic review and meta-analysis. Psychological bulletin, 147(4), 352–398. https://doi.org/10.1037/bul0000320
  • Zerafa, E. (2015). Helping Children with Dyscalculia: A Teaching Programme with three Primary School Children. Procedia - Social and Behavioral Sciences, 191, 1178-1182. https://doi.org/10.1016/j.sbspro.2015.04.516
  • Zilles, D., Lewandowski, M., Vieker, H., Henseler, I., Diekhof, E., Melcher, T., ... & Gruber, O. (2016). Gender differences in verbal and visuospatial working memory performance and networks. Neuropsychobiology, 73(1), 52-63. https://doi.org/10.1159/000443174
  • Zygouris, N.C. et al (2017). A neuropsychological approach of developmental dyscalculia and a screening test via a web application. IJEP ‒ 7,(4), https://doi.org/10.3991/ijep.v7i4.7434
Toplam 82 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Stella Eteng-uket 0000-0001-7042-4894

Vivian C. Amaechı-udogu Bu kişi benim 0000-0002-1141-4095

Erken Görünüm Tarihi 14 Haziran 2023
Yayımlanma Tarihi 30 Ağustos 2023
Gönderilme Tarihi 9 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Eteng-uket, S., & Amaechı-udogu, V. C. (2023). Differential Influence of Demographic Variables on Dyscalculia Dimensions. International Journal of Educational Spectrum, 5(2), 146-166. https://doi.org/10.47806/ijesacademic.1294709
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