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Mathematical Development in Learning Diasbled Children

学习障碍儿童的数学发展

基本信息

批准号：
8319524
负责人：
DAVID C GEARY
金额：
$ 39.44万
依托单位：
UNIVERSITY OF MISSOURI-COLUMBIA
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-08-01 至 2014-07-31
项目状态：
已结题

项目摘要

The proposed research will provide a 5-year longitudinal study of the development of arithmetic-procedural competencies and number estimation skills in children with a learning disability in mathematics (MD) and normal peers. It is well established that during the solving of simple arithmetic problems (e.g., 6+7) MD children 1) rely on developmentally immature strategies, such as finger counting; 2) frequently commit counting errors; 3) use immature counting procedures [e.g., they count both addends rather than stating the cardinal value of one addend and counting-on a number of times equal to the value of the other addend]; 4) and, have difficulties retrieving basic facts from long-term memory. The focus of our currently funded research is to identify the basic cognitive systems, such as working memory, that underlie these arithmetic deficits. We have found, for instance, a strong relation between working memory and MD children's reliance on finger counting and counting errors, and a relation between their use of immature counting procedures and knowledge of counting concepts. In other words, MD children have a lower working memory capacity than their normal peers, and this group difference in working memory explains part of the group differences in use of finger counting and counting errors. Group differences in knowledge of counting principles, in contrast, is unrelated to use of finger counting or counting errors, but explains part of the group difference in the type of procedure used during counting. The proposed research will provide the first longitudinal assessment of these relations between MD children's arithmetic deficits and underlying cognitive systems, and will expand the assessments to include more complex arithmetic problems than have been used in most previous studies. The proposed research will also be the first to assess MD children's ability to use spatial representations (i.e., a mental number line) to make number estimations, and assess how the form of the representation changes with formal schooling. The goals are to document the developmental progression of arithmetic and number estimation competencies in MD children, and to identify - based on the theoretical rationale described in the Background and Significance Section - the cognitive systems (e.g., working memory) that underlie MD children's developmental delays and deficits in these competencies.

拟议的研究将提供一个为期5年的纵向研究的发展算术程序数学学习障碍儿童的能力和数字估计技能，正常的同龄人众所周知，在解决简单算术问题（例如，6+7）MD 儿童1）依赖发育不成熟的策略，如手指计数; 2）经常犯计数错误; 3）使用不成熟的计数程序[例如，他们计算两个粘附，而不是说，一个加数的基数值和计数次数等于另一个加数的值]; 4）并且难以从长期记忆中提取基本事实。我们目前资助的重点研究的目的是确定基本的认知系统，如工作记忆，这些算术的基础赤字例如，我们发现工作记忆和MD儿童的工作记忆之间存在很强的联系。依赖手指计数和计数错误，以及他们使用不成熟计数之间的关系程序和计数概念的知识。换句话说，MD儿童的工作效率较低，他们的记忆能力比正常同龄人强，这种工作记忆的群体差异部分解释了手指计数和计数错误的组间差异。不同群体对相反，计数原则与手指计数或计数错误的使用无关，但解释了部分原因。计数过程中使用的程序类型的组差异。该研究将提供第一次纵向评估MD儿童的算术缺陷和潜在的认知系统，并将扩大评估，包括更复杂的算术比以往大多数研究中使用的问题。这项研究也将是第一个评估MD儿童使用空间表征的能力（即，一个心理数字线），使数字估计数，并评估代表形式如何随着正规教育而变化。这些目标记录MD中算术和数字估计能力的发展进程儿童，并确定-基于背景和意义中所述的理论基础部分-认知系统（例如，工作记忆），这是MD儿童发展迟缓的基础以及这些能力的不足。