Critiquing and reviewing mathematics disorder diagnostic tools and methods for diagnosing this disorder in Iran

Document Type : Scientific Articles

Authors

1 phd student of semnan university.semnan.iran.

2 assistant professor.faculty of psychology and educational sciences.semnan university.

3 assistant professor. department of educational psychology. semnan university.

10.22111/jeps.2020.5251

Abstract

aim: Mathematics disorder is one of the most common disorders in students. The first step in the treatment of this disorder is correct and timely diagnosis; therefore, the tools and methods for the diagnosis of mathematics disorder are reviewed in this study.
Methods: This descriptive-causative study is a comparative study using a library method for collecting data and information. The statistical population includes all researches in the field of mathematics disorders which 58 valid studies are selected as the samples by objective method from internal valid sites that indexer of the scientific and research achievements. Diagnostic methods and tools related to mathematics disorders are extracted in this research and the results are analyzed using SPSS software.
Results: The results indicate that 46/6 percent of internal researches connected with mathematic disorder used the criterion-based diagnosis for the diagnosis of mathematics disorder (27 diagnosis from 58 diagnosis) which is not recognized valid by the statistical diagnostic guide and psychiatric disorders (5), since the exact components of the disorder in this diagnosis it is not clear. Also, the results show that the other weakness of the criterion-based diagnosis is that there is no meaningful agreement in the use of unit and valid criteria.
Conclusion: The performed diagnosis is thoughtful and there is a great deal of difference in the diagnosis of the disorder based on the used criteria; therefore, the development of standard tools for the diagnosis of mathematics disorder is important.

Keywords

References

18.American Psychiatric Association (APA). (2013) Diagnostic and Statistical manual of mental disorder (5thed). Arling, VA: American Psychiatric Publishing.
19.Ashraf, M., Estaki, M., & Ashayeri, H. (2011). Comparing the impact of number sense on mathematic achievement in both dyscalculia and normal students. Procedia Social and Behavioral Sciences.28, 5-9.
20.Bryant, D. P., Roberts, G., Bryant, B. R., & DiAndreth-Elkins, L. (2011). Tier 2 early numeracy number sense intervention for kindergarten and first-grade students with mathematics difficulties. In R. Gersten & R. Newman-Gonchar (Eds.), Understanding RTI in mathematics. Proven methods and applications 65-86. Baltimore, ML: Brookes.
21.Butterworth, B. (2003). Dyscalculia screener: High lighting children with specific learning difficulties in mathematics. London: NFER- Nelson.
22.Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Sciences, 8, 505-511.
23.Dalvand, M., & Elahi, T. (2012). Working memory performance in children with mathematical disability. Jornal of Behavioral Sciences, 6(3), 5-6.
24.Devin, A., Soltesz, F., Nobes, A., Goswami, U., & Szucs, D. (2013). Gender differences in development dyscalculia depend on diagnostic criteria. Learning and Instruction, 27, 31-39.
25.Fairleig, D., Noame, w. (2010). Diagnostic utility of executive function assessment for adult with learning disorders in reading and mathematic. University AAT 3uv.202P. 138.
26.Hallahan, D. P., Kaffman, J. M., & Pullrn, P.c. (2009). Exceptional learners: Introduction to special education. (11 ed). Boston: Allyn & Bacon.
27.Kazemi, R., Momeni, S., & Abolghasemi. (2014). The effectiveness of life skill training on self-esteem and communication skills of students with dyscalculia. Procedia Social and Behavioral Sciences, 114, 863-866.
28.Latzman, R., Elkovitch, N., Young, J., & Clark, L. (2010). The contribution of executive functioning to academic achievement among male adolescents. Jornal of clinical and Experimental Neuropsychology, 32, 455-462.
29.Rajaei, H., Allahvirdiyani, K., Khalili, A., & Sadeghi, A. (2011). Effect of teaching attention to the mathematic performance of the student with dyscalculia in the third and fourth grade of elementary school. Procedia Social and Behavioral Science, 15, 3024-3026.
30.Williams, J. (2005). Mathematic assessment for learning and teaching. London, UK: Hodder Education.
31.Wittlin, N. (2010) Diagnostic utility of executive function assessment for adults with learning disorder in reading and mathematics. New Jersey, NJ: Fairleigh. Dickinson University.
32.Zarofi, M. (2010). The students mathematic lesson learning quality. Procedia Social and Behavioral Sciences, 8, 505-511.
33.Zerafa, E. (2015). Helping children with dyscalculia: A teaching programe with three primary school children. Procedia Social and Behavioral Sciences, 191, 1178-1182.
Journal of Educational Psychology Studies
Volume 17, Issue 37
March 2020
Pages 98-77

Files

Share

How to cite

Statistics