Stock Pieter, Desoete Annemie, Roeyers Herbert
Ghent University, Belgium.
Dev Neurorehabil. 2009;12(6):389-96. doi: 10.3109/17518420903046752.
This article is devoted to the potential early markers for mathematical learning disabilities in kindergarten in order to prevent children from falling further behind and from developing unrecognized mathematical disabilities later on.
Performances in preparatory arithmetic tasks were studied in 361 kindergartners focusing on differences between children at risk for mathematical disabilities and children who were at least moderately achieving in numerical arithmetic tasks.
Evidence was found for several markers in kindergarten. Children at risk had lower scores on procedural counting knowledge, conceptual counting knowledge, seriation, classification, conservation and magnitude comparison tasks. Based on these kindergarten abilities, 77% of children who were at risk for mathematical disabilities could be detected.
Procedural and conceptual counting knowledge, seriation and classification skills and magnitude comparison abilities could possibly serve as powerful early screeners in the detection of mathematical disabilities.
本文致力于探寻幼儿园阶段数学学习障碍的潜在早期指标，以防止儿童进一步落后，并避免日后发展出未被识别的数学障碍。
对361名幼儿园儿童的预备算术任务表现进行了研究，重点关注有数学障碍风险的儿童与在数字算术任务中至少达到中等水平的儿童之间的差异。
在幼儿园阶段发现了几个指标的证据。有风险的儿童在程序性计数知识、概念性计数知识、序列化、分类、守恒和数量比较任务上得分较低。基于这些幼儿园阶段的能力，可以检测出77%有数学障碍风险的儿童。
程序性和概念性计数知识、序列化和分类技能以及数量比较能力可能成为检测数学障碍的有力早期筛查工具。
