Karakonstantaki Elen S, Simos Panagiotis G, Michalis Vamvukas, Micheloyannis Sifis
School of Medicine, University of Crete, Heraklion, Greece.
Division of Psychiatry, Department of Medicine, School of Medicine, University of Crete, Heraklion, Greece.
Br J Dev Psychol. 2018 Mar;36(1):78-97. doi: 10.1111/bjdp.12214. Epub 2017 Sep 26.
The specific domain model for math disabilities postulates a core number deficit which presents a prime target for remedial interventions. This longitudinal study identified two groups of Grade 3 students based on their basic calculation abilities: students with persistent difficulties through Grade 4 (PD group) and students whose performance improved into the average range (IP group). Baseline data revealed a distinct cognitive profile for students in the PD group featuring predominant deficits in symbolic number processing. A conceptual intervention based on explicit teaching of basic arithmetic procedures was implemented when students attended Grade 5 or 6. Students in the PD group benefited more from the programme, especially in performing written calculations and in multiplication speed. Statement of contribution What is already known on this subject? Most interventions focus on young students' basic arithmetical skills to prevent serious math problems in future. Few interventions target older students who often face persistent math difficulties. These interventions are usually procedural and focus on age-appropriate math skills. What does this study add? A conceptual intervention was implemented to remediate basic calculation deficits at the end of elementary school. The aim was to help students compensate for their gaps in knowledge and motivate them to engage in math activities. Neuropsychological testing of arithmetic abilities revealed difficulties in symbolic number processing.
数学学习障碍的特定领域模型假定存在一个核心数字缺陷，这是补救干预的主要目标。这项纵向研究根据三年级学生的基本计算能力确定了两组学生：四年级时仍存在持续困难的学生（持续困难组）和成绩提高到平均水平的学生（成绩提高组）。基线数据显示，持续困难组学生具有独特的认知特征，主要表现为符号数字处理方面的缺陷。当学生上五年级或六年级时，实施了一项基于明确教授基本算术程序的概念性干预措施。持续困难组的学生从该计划中受益更多，尤其是在进行书面计算和乘法速度方面。贡献声明 关于这个主题已经知道了什么？大多数干预措施侧重于幼儿的基本算术技能，以防止未来出现严重的数学问题。很少有干预措施针对经常面临持续数学困难的大龄学生。这些干预措施通常是程序性的，侧重于适合年龄的数学技能。这项研究增加了什么？在小学末期实施了一项概念性干预措施，以补救基本计算缺陷。目的是帮助学生弥补知识差距，并激励他们参与数学活动。算术能力的神经心理学测试显示在符号数字处理方面存在困难。
