The Mental Number Line in Dyscalculia: Impaired Number Sense or Access from Symbolic Numbers?

Autor/inn/en	Lafay, Anne; St-Pierre, Marie-Catherine; Macoir, Joël
Titel	The Mental Number Line in Dyscalculia: Impaired Number Sense or Access from Symbolic Numbers?
Quelle	In: Journal of Learning Disabilities, 50 (2017) 6, S. 672-683Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219416640783
Schlagwörter	Forschungsbericht; Learning Disabilities; Grade 3; Elementary School Students; Foreign Countries; Short Term Memory; Statistical Analysis; Multivariate Analysis; Mathematics Skills; Symbols (Mathematics); Computation; Numbers; Intelligence Tests; Children; Number Concepts; Canada; Raven Progressive Matrices; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Kurzzeitgedächtnis; Statistische Analyse; Multivariate Analyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Zahlenraum; Intelligence test; Intelligenztest; Child; Kind; Kinder; Number concept; Zahlbegriff; Kanada
Abstract	Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a physical number line. However, it remains unclear whether they have a deficit with the mental number line per se or a deficit with accessing it from nonsymbolic and/or symbolic numbers. Quebec French-speaking 8- to 9-year-old children with (24) and without (37) dyscalculia were assessed with transcoding tasks ("number-to-position" and "position-to-number") designed to assess the acuity of the mental number line with Arabic and spoken numbers as well as with analogic numerosities. Results showed that children with dyscalculia produced a larger percentage absolute error than children without mathematics difficulties in every task except the number-to-position transcoding task with analogic numerosities. Hence, these results suggested that children with dyscalculia do not have a general deficit of the mental number line but rather a deficit with accessing it from symbolic numbers. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01