Development of Product Relatedness and Distance Effects in Typical Achievers and in Children with Mathematics Learning Disabilities

Autor/inn/en	Rotem, Avital; Henik, Avishai
Titel	Development of Product Relatedness and Distance Effects in Typical Achievers and in Children with Mathematics Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 48 (2015) 6, S.577-592 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413520182
Schlagwörter	Foreign Countries; Mathematics Education; Learning Disabilities; Multiplication; Mathematics Skills; Mathematics Achievement; Elementary School Mathematics; Accuracy; Error Patterns; Equations (Mathematics); Difficulty Level; Problem Solving; Proximity; Number Concepts; Numeracy; Task Analysis; Reaction Time; Grade 2; Grade 4; Grade 6; Grade 8; Adults; Israel + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Learning handicap; Lernbehinderung; Multiplikation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Elementare Mathematik; Schulmathematik; Fehlertyp; Equations; Mathematics; Gleichungslehre; Schwierigkeitsgrad; Problemlösen; Lebensnähe; Number concept; Zahlbegriff; Rechenkompetenz; Aufgabenanalyse; Reaktionsvermögen; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The current study examined the development of two effects that have been found in single-digit multiplication errors: relatedness and distance. Typically achieving (TA) second, fourth, and sixth graders and adults, and sixth and eighth graders with a mathematics learning disability (MLD) performed a verification task. Relatedness was defined by a slow and inaccurate response to false results that were related to one of the operands via a shared multiplication row (e.g., 3 × 4 = 16). Distance was defined by a slow and inaccurate response to false results that were close in magnitude to the true result (e.g., 6 × 8 = 49). The presence of these effects indicates that participants are sensitive to numerical features of products. TA children demonstrated sensitivity to relatedness and distance from second grade onward. With age their sensitivity expanded from easy problems (e.g., 2 × 3) to difficult ones (e.g., 8 × 9). Children with MLD were sensitive to relatedness on easy problems. Their sensitivity to distance differed from the pattern seen in sixth grade and was partial in eighth grade. The presence of numerical sensitivity in children with MLD calls for instructional methods that would further develop their number sense. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01