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.

拟议的研究将为算术过程的发展提供5年的纵向研究数学学习障碍儿童的能力和数量估计技能（MD）和正常同龄人。众所周知，在解决简单算术问题（例如6+7）的过程中儿童1）依靠发育中不成熟的策略，例如手指计数； 2）经常提交计数错误； 3）使用未成熟的计数程序[ 一个附加的基本值和计数的数量等于另一个附录的值]； 4）并且，很难从长期记忆中找回基本事实。我们目前资助的重点研究是为了确定基本的认知系统，例如工作记忆，这些系统是这些算术的基础缺陷。例如，我们发现工作记忆与MD儿童的关系之间有很强的关系依靠手指计数和计数错误，以及它们对未成熟计数的使用之间的关系程序和计算概念的知识。换句话说，医学博士的孩子工作较低与正常同行相比，记忆能力的能力，这组工作记忆的差异解释了一部分手指计数和计数错误的使用群体差异。群体的知识差异相比之下，计数原则与使用指数或计数错误无关，但解释了一部分计数过程中使用的过程类型的组差异。拟议的研究将提供 MD儿童算术缺陷与基本的认知系统，并将扩大评估以包括更复杂的算术问题比以前大多数研究中使用的问题。拟议的研究也将是第一个评估MD儿童使用空间表示（即心理数字线）的能力估算，并评估代表形式如何随正规教育而变化。目标是记录MD中算术和数量估计能力的发展发展儿童，并基于背景中描述的理论原理和意义部分 - 基于MD儿童发育延迟的认知系统（例如工作记忆）以及这些能力的缺陷。