Centre for Instructional Psychology and Technology, University of Leuven, Belgium, Dekenstraat 2, 3000 Leuven, Belgium.
Parenting and Special Education, University of Leuven, Belgium, Leopold Vanderkelenstraat 32, 3000 Leuven, Belgium.
Res Dev Disabil. 2017 Dec;71:181-190. doi: 10.1016/j.ridd.2017.10.006. Epub 2017 Oct 15.
Previous research indicated that in several cases learners' errors on rational number tasks can be attributed to learners' tendency to (wrongly) apply natural number properties. There exists a large body of literature both on learners' struggle with understanding the rational number system and on the role of the natural number bias in this struggle. However, little is known about this phenomenon in learners with dyscalculia.
We investigated the rational number understanding of learners with dyscalculia and compared it with the rational number understanding of learners without dyscalculia.
Three groups of learners were included: sixth graders with dyscalculia, a chronological age match group, and an ability match group.
The results showed that the rational number understanding of learners with dyscalculia is significantly lower than that of typically developing peers, but not significantly different from younger learners, even after statistically controlling for mathematics achievement.
Next to a delay in their mathematics achievement, learners with dyscalculia seem to have an extra delay in their rational number understanding, compared with peers. This is especially the case in those rational number tasks where one has to inhibit natural number knowledge to come to the right answer.
先前的研究表明，在某些情况下，学习者在有理数任务上的错误可以归因于他们倾向于（错误地）应用自然数属性。关于学习者理解有理数系统的困难以及自然数偏差在这种困难中的作用，已经有大量的文献。然而，对于计算障碍学习者的这种现象，我们知之甚少。
我们研究了计算障碍学习者的有理数理解，并将其与无计算障碍学习者的有理数理解进行了比较。
我们纳入了三组学习者：有计算障碍的六年级学生、年龄匹配组和能力匹配组。
结果表明，有计算障碍的学习者的有理数理解明显低于典型发展的同龄人，但与年幼的学习者没有显著差异，即使在统计学上控制了数学成绩。
除了数学成绩的延迟外，与同龄人相比，计算障碍学习者在有理数理解方面似乎还有额外的延迟。特别是在那些必须抑制自然数知识才能得出正确答案的有理数任务中。
