Cognitive factors and educational placement affecting mathematical attainment in middle school students with mild intellectual disability.
The study investigated the relationship between mathematics achievement, cognitive and motor skills, and general intellectual ability among seventy 10–12 years old students with mild intellectual disability (MID) attending regular school (n = 30) and special school (n = 40). The purpose of the study...
| Publicado en: | International Journal of Developmental Disabilities Vol. 70; no. 3; pp. 493 - 507 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2024
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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=176934443&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176934443 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: May2024 vid: 70 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 176934443 158360334 176934443 176934443 10.1080/20473869.2022.2106534 176934443 ppf: 493 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Cognitive factors and educational placement affecting mathematical attainment in middle school students with mild intellectual disability. aug: au: Kivirähk, Triin Kiive, Evelyn affil: Division of Special Education, Department of Education, University of Tartu, Tartu, Estonia sug: subj: Cognition Mathematics Academic Achievement Evaluation Motor Skills Evaluation Students, Middle School Intellectual Disability Children with Disabilities Human Estonia Male Female Child Descriptive Statistics Visual Perception Spatial Perception Student Placement Mainstreaming (Education) Funding Source Child: 6-12 years Male Female ab: The study investigated the relationship between mathematics achievement, cognitive and motor skills, and general intellectual ability among seventy 10–12 years old students with mild intellectual disability (MID) attending regular school (n = 30) and special school (n = 40). The purpose of the study was to identify the critical deficits teachers need to consider when teaching mathematics at the secondary school level. The students attending regular schools had significantly higher fluid intelligence scores (p = 0.036), but we found no difference in the total score of the math achievement test. Special school students were more eager to use assistance and aids when solving math problems (p = 0.040). The study indicated significant associations between basic mathematical skills, verbal and visuospatial processing, and motor skills. Thus, it is essential to compensate for the delay of students' cognitive development to improve their basic mathematical skills and, in general, mathematical performance. The educational placement affects the willingness or ability to seek academic help when solving mathematical problems. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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