Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties.
Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties.
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DOI：
10.1177/0022219409335211
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发表时间：
2009-07
影响因子：
3
通讯作者：
Fuchs L
中科院分区：
文献类型：
--
作者：
Raghubar K;Cirino P;Barnes M;Ewing-Cobbs L;Fletcher J;Fuchs L
研究人员对有数学困难的儿童进行了书面多位数计算错误的调查。对同时存在数学和阅读困难、数学困难、阅读困难或无学习困难的三年级和四年级儿童（n = 291）进行了比较。第二项分析比较了数学学习有严重困难、数学平均成绩较低和没有学习困难的学生。数学事实错误与数学困难的严重程度有关，而不是与阅读状况有关。与预测相反，阅读能力较差的孩子，无论数学成绩如何，都会犯更多基于视觉的错误。操作切换错误与组成员身份没有系统相关。教师对行为注意力不集中的评分与准确性、数学事实错误和程序错误有关。研究结果的讨论涉及算术错误认知起源的假设以及当前关于如何概念化数学障碍的讨论。
Errors in written multi-digit computation were investigated in children with math difficulties. Third-and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities.
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影响因子：
4.9
作者：
Fuchs, LS;Fuchs, D;Fletcher, JM
通讯作者：
Fletcher, JM
影响因子：
1.5
作者：
Bull, R;Johnston, RS;Roy, JA
通讯作者：
Roy, JA
影响因子：
1.5
作者：
Bull, R;Scerif, G
通讯作者：
Scerif, G
影响因子：
3
作者：
Alarcon, M;DeFries, JC;Pennington, BF
通讯作者：
Pennington, BF
DOI：
10.1017/s1355617702811079
发表时间：
2002-01-01
影响因子：
2.6
作者：
Barnes, MA;Pengelly, S;Faulkner, H
通讯作者：
Faulkner, H