The Mental Number Line in Dyscalculia: Impaired Number Sense or Access From Symbolic Numbers?
Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty...
| Publicado en: | Journal of Learning Disabilities Vol. 50; no. 6; pp. 672 - 684 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov/Dec2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125666867&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125666867 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Nov/Dec2017 vid: 50 iid: 6 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 125666867 125666867 125666867 10.1177/0022219416640783 125666867 ppf: 672 ppct: 12 formats: tig: atl: The Mental Number Line in Dyscalculia: Impaired Number Sense or Access From Symbolic Numbers? aug: au: Lafay, Anne St-Pierre, Marie-Catherine Macoir, Joël affil: Université Laval, Faculté de médecine, Québec, Canada sug: subj: Dyscalculia In Infancy and Childhood Academic Performance Evaluation Mathematics Learning Disorders Human Male Female Child Task Performance and Analysis In Infancy and Childhood Disability Evaluation Chi Square Test Clinical Assessment Tools Analysis of Variance Multivariate Analysis of Variance Child: 6-12 years Male Female ab: Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a physical number line. However, it remains unclear whether they have a deficit with the mental number line per se or a deficit with accessing it from nonsymbolic and/or symbolic numbers. Quebec French-speaking 8- to 9-year-old children with (24) and without (37) dyscalculia were assessed with transcoding tasks (number-to-position and position-to-number) designed to assess the acuity of the mental number line with Arabic and spoken numbers as well as with analogic numerosities. Results showed that children with dyscalculia produced a larger percentage absolute error than children without mathematics difficulties in every task except the number-to-position transcoding task with analogic numerosities. Hence, these results suggested that children with dyscalculia do not have a general deficit of the mental number line but rather a deficit with accessing it from symbolic numbers. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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