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Mathematical Competencies in Children With Different Types of Learning Difficulties
Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning.
2008 (English)In: Journal of Educational Pschology, ISSN 0022-0663, Vol. 100, no 1, 48-66 p.Article in journal (Refereed) Published
Abstract [en]

The mathematical performance of 182 third and fourth graders in 8 different areas of mathematics was examined. The children belonged to 4 achievement groups: children with mathematic difficulties (MD only), children with both mathematic and reading difficulties (MD-RD), children with reading difficulties (RD only), and normally achieving children (control group). Both MD groups performed worse than the normally achieving children in all but 1 area, place value knowledge. The MD-only and the MD-RD children performed equally in all areas of mathematics. The RD-only group performed at the same level as the control group on all areas of mathematics. The study provides further evidence that fact retrieval deficits are a cardinal characteristic of children with MD. The MD children's substantial difficulties with mathematic word problem solving can be attributed to several processes involved in problem solving. Besides poor skills in multidigit calculation, arithmetic fact retrieval, and poor understanding of calculation principles, children with MD might have deficits related to specific problem-solving processes such as establishing a problem representation and developing a solution plan. © 2008 American Psychological Association.

Place, publisher, year, edition, pages
2008. Vol. 100, no 1, 48-66 p.
Keyword [en]
calculation, mathematic problem solving, mathematical difficulties, reading difficulties, telling time
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-46966DOI: 10.1037/0022-0663.100.1.48OAI: diva2:267862
Available from: 2009-10-11 Created: 2009-10-11 Last updated: 2011-01-11

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Andersson, Ulf
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Faculty of Arts and SciencesDepartment of Behavioural Sciences and Learning
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