The quandary of diagnosing mathematical difficulties in a generally low performing population.
| Autor: | Gomides MRA; Graduate Program in Psychology: Cognition and Behavior, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.; Laboratory of Developmental Neuropsychology, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil., Starling-Alves I; Educational Psychology Department, University of Wisconsin-Madison - Madison, United States., Paiva GM; Laboratory of Developmental Neuropsychology, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.; Graduate Program in Neuroscience, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil., Caldeira LDS; Laboratory of Developmental Neuropsychology, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil., Aichinger ALPN; Laboratory of Developmental Neuropsychology, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil., Carvalho MRS; Graduate Program in Genetics, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.; Department of Genetics, Ecology and Evolution, Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brazil., Bahnmueller J; Centre for Mathematical Cognition, School of Science, Loughborough University - Loughborough, United Kingdom.; Leibniz-Institut für Wissensmedien - Tübingen, Germany.; LEAD Graduate School & Research Network, University of Tübingen - Tübingen, Germany., Moeller K; Centre for Mathematical Cognition, School of Science, Loughborough University - Loughborough, United Kingdom.; Leibniz-Institut für Wissensmedien - Tübingen, Germany.; LEAD Graduate School & Research Network, University of Tübingen - Tübingen, Germany.; Department of Psychology, University of Tübingen - Tübingen, Germany., Lopes-Silva JB; Graduate Program in Psychology: Cognition and Behavior, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.; Laboratory of Developmental Neuropsychology, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil., Haase VG; Graduate Program in Psychology: Cognition and Behavior, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.; Laboratory of Developmental Neuropsychology, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.; Graduate Program in Neuroscience, Universidade Federal de Minas Gerais - Belo Horizonte, MG, Brazil.; Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino - São Carlos, SP, Brazil. |
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| Jazyk: | angličtina |
| Zdroj: | Dementia & neuropsychologia [Dement Neuropsychol] 2021 Apr-Jun; Vol. 15 (2), pp. 267-274. |
| DOI: | 10.1590/1980-57642021dn15-020015 |
| Abstrakt: | Brazilian students' mathematical achievement was repeatedly observed to fall below average levels of mathematical attainment in international studies such as PISA. Objective: In this article, we argue that this general low level of mathematical attainment may interfere with the diagnosis of developmental dyscalculia when a psychometric criterion is used establishing an arbitrary cut-off (e.g., performance Results: In line with PISA results, children presented difficulties in all arithmetic operations investigated. Even after five years of formal schooling, less than half of 5 th graders performed perfectly on simple addition, subtraction, or multiplication problems. Conclusions: As such, these data substantiate the argument that the sole use of a psychometric criterion might not be sensible to diagnose dyscalculia in the context of a generally low performing population, such as Brazilian children of our sample. When the majority of children perform poorly on the task at hand, it is hard to distinguish atypical from typical numerical development. As such, other diagnostic approaches, such as Response to Intervention, might be more suitable in such a context. Competing Interests: Disclosure: The authors report no conflicts of interest. |
| Databáze: | MEDLINE |
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