Heterogeneity of Dyscalculia Risk Dependent on the Type of Number Line Estimation Task and the Number Magnitude

Bibliographic Data

ID15469567
AuthorsMałgorzata Gut (0000-0001-6540-7192, Nicolaus Copernicus University, corresponding author), Katarzyna Mańkowska (0000-0001-5367-3338, Nicolaus Copernicus University), Jakub Słupczewski (0000-0003-2237-4858, Nicolaus Copernicus University), Jacek Matulewski (0000-0002-1283-6767, Nicolaus Copernicus University)
Year2022
Volume19
Issue10
Pages6164-6164
Publication date2022-05-19
Open AccessYes
TypeARTICLE
VenueInternational Journal of Environmental Research and Public Health (JOURNAL)
Journal identifiersISSN: 1661-7827 • E-ISSN: 1660-4601
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph19106164
PMID35627701
OpenAlexW4280596227
LanguageEN
Citations received2
References cited45

An ability that is impaired in developmental dyscalculia (DD) is related to number line estimation (NLE). However, due to variability in NLE task performance, group differences do not exemplify the real difficulty level observed in the DD population. Thirty-two of the fifty-two participants posing dyscalculia risk (DR) (mean age = 9.88) experienced difficulties in mathematics. All the children performed two number-to-position tasks and two tasks requiring a verbal estimation of a number indicated on a line, utilizing the ranges 0-100 and 0-1000. The results showed that the estimation error in the verbal task was greater in the DR group than in the typically developed (TD) group for the 0-1000 range. In the number-to-position task, group differences were found for both ranges and the variability within both groups was smaller than it was in the verbal tasks. Analyses of each of the 26 numerical magnitudes revealed a more comprehensive pattern. The majority of the group effects were related to the 0-1000 line. Therefore, considerable data variability, especially in the DD group, suggests this issue must be analyzed carefully in the case of other mathematical capacities. It also critically questions some well-established phenomena and norms in experimental and diagnostic practices

Audiology · Cognitive psychology · Developmental psychology · Dyscalculia · Dyslexia · Estimation · Mathematics education · Number line · Population · Statistics · Task (project management · Cognitive and developmental aspects of mathematical skills · Demography · Mathematics · Mathematics Education and Teaching Techniques · Medicine · Psychology · Reading and Literacy Development

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