Mathematical thinking in second grade children with different forms of LD
Mathematical thinking in second grade children with different forms of LD
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DOI：
10.1177/002221940003300605
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发表时间：
2000-11-01
影响因子：
3
通讯作者：
Hanich, LB
中科院分区：
文献类型：
--
作者：
Jordan, NC;Hanich, LB
根据标准化成绩测验的成绩，将49名二年级儿童分为数学阅读成绩正常(MD)、数学和阅读困难(MD/RD)、数学阅读正常(RD)和数学阅读正常(NA)四类。每个孩子都被安排了一系列的任务，以便我们可以评估他们在四个数学领域的思维：数字事实、故事问题、位值和书面计算。MD/RD儿童在大多数数学思维领域的表现明显比NA儿童差，而MD儿童只在复杂的故事问题上表现得比NA儿童差。在故事问题和书面计算上，只有MD组比MD/RD组表现更好。仅RD组和NA组之间在任何任务上都没有发现显著差异。结果表明，在数学困难儿童中，MD/RD亚组与仅MD亚组不同，前者表现为普遍的数学思维缺陷，后者表现为更具体的问题解决缺陷。
Based on their performance on a standardized achievement test, second-grade children (N = 49) were classified as having mathematics difficulties with normal reading achievement (MD only), both mathematics and reading difficulties (MD/RD), reading difficulties with normal mathematics achievement (RD only) and normal mathematics and reading achievement (NA). Each child was given a series of tasks so that we might assess their thinking across four areas of mathematics: number facts, story problems, place value, and written cal culation. Children with MD/RD performed significantly worse than NA children in most areas of mathematical thinking, whereas children with MD only performed worse than NA children only on complex story problems. The MD-only group outperformed the MD/RD group on story problems and written calculation. No significant differences were found between the RD-only and NA groups on any of the tasks. The results suggested that among children with mathematics difficulties, the MD/RD subgroup is distinct from the MD-only subgroup, with the former being characterized by pervasive deficiencies in mathematical thinking and the latter by more specific deficits in problem solving.