| 1. |
- Andersson, Ulf, 1963-, et al.
(författare)
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Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities
- 2012
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Ingår i: Learning and individual differences. - : Elsevier. - 1041-6080 .- 1873-3425. ; 22:6, s. 701-714
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Tidskriftsartikel (refereegranskat)abstract
- The study sought out to extend our knowledge regarding the origin ofmathematical learning disabilities (MLD) in children by testing different hypotheses in the same samples of children. Different aspects of cognitive functions and number processing were assessed in fifth- and sixth-graders (11–13 years old) withMLD and compared to controls. The MLD group displayed weaknesses withmost aspects of number processing (e.g., subitizing, symbolic number comparison, number-line estimation) and two cognitive functions (e.g., visual–spatial working memory). These findings favor the defective approximate number system (ANS) hypothesis, but do not fit well with the access deficit hypothesis. Support is also provided for the defective object-tracking system (OTS) hypothesis, the domain general cognitive deficit hypothesis and to some extent the defective numerosity-coding hypothesis. The study suggests that MLD might be caused by multiple deficits and not a single core deficit.
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| 2. |
- Andersson, Ulf, 1963-, et al.
(författare)
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Pathways to arithmetic fact retrieval and percentage calculation in adolescents
- 2017
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Ingår i: British Journal of Educational Psychology. - : John Wiley & Sons. - 0007-0998 .- 2044-8279. ; 87:4, s. 647-663
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundDeveloping sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge.AimsThe purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents. The pathways model states that the three pathways should provide independent support to symbolic-number skill. Each pathway's unique contribution to formal mathematics varies depending on the complexity and demand of the tasks.SampleThe study used a sample of 114 adolescents (71 girls). Their mean age was 14.60 years (SD = 1.00).MethodsThe adolescents were assessed on tests tapping the three pathways and general cognitive abilities (e.g., working memory). A structural equation path analysis was computed.ResultsSymbolic-number comparison was predicted by the linguistic pathway, the quantitative pathway, and processing speed. The linguistic pathway, quantitative pathways, and symbolic-number comparison predicted arithmetic fact retrieval. The linguistic pathway, working memory, visual analogies, and symbolic-number comparison predicted percentage calculation.ConclusionsThere are both similarities and differences in the cognitive mechanisms underlying arithmetic fact retrieval and percentage calculation in adolescents. Adolescents’ symbolic-number processing, arithmetic fact retrieval, and percentage calculation continue to rely on the linguistic pathways, whereas the reliance upon the spatial pathway has ceased. The reliance upon the quantitative pathway varies depending on the task.
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| 3. |
- Engvall, Margareta, 1955-, et al.
(författare)
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THE EFFECT ON STUDENTS ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS
- 2020
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Ingår i: Problems of Education in the 21st Century. - : SCIENTIA SOCIALIS. - 1822-7864 .- 2538-7111. ; 78:2, s. 167-195
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Tidskriftsartikel (refereegranskat)abstract
- Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm.
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| 4. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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Elevassistenter i skolan : En forskningsöversikt
- 2020
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Ingår i: Pedagogisk forskning i Sverige. - : Svensk Förening för Pedagogisk Forskning. - 1401-6788 .- 2001-3345. ; 25:2-3, s. 114-137
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Tidskriftsartikel (refereegranskat)abstract
- Vi har studerat forskning som handlar om elevassistenters arbete för elever i behov av särskilt stöd. Syftet med studien är att undersöka elevassistenters arbete i en allmän och friare roll som resurs i skolan och om det finns forskningsstöd för den typen av insats. Genom sökningar identifierades 16 artiklar och resultaten i artiklarna användes för att genomföra en tematisk analys. Resultaten visar att elevassistenter i en fri roll agerar som (1) Undervisare av elever i behov av särskilt stöd, (2) Experter på elever i behov av särskilt stöd, (3)Stödfunktion till lärare och (4) Upprätthållare av en särskild elevsuppmärksamhet. Temana diskuteras, i ett relationellt perspektiv, utifrån riskeroch möjligheter med elevassistenters arbete med elever i behov av särskiltstöd. En slutsats vi drar av den granskade forskningen är att det är tveksamtom elevassistenter ska användas som primära undervisare för dessa elever.
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| 5. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
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Resurspersonal i skolan : vad visar forskningen?
- 2020
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Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X. ; :18
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I skolan ökar användningen av resurspersonal för elever i behov av särskilt stöd. ”Resurserna” innefattar främst elevassistenter, lärarassistenter och fritidshemspersonal, men även andra personalkategorier. Det gemensamma för personalgruppen är att den generellt sett har liten eller ingen utbildning för att möta elever i svårigheter. Trots det är det vanligt att resurspersonal, särskilt elevassistenter, anställs för att arbeta med elever i behov av särskilt stöd, men arbetsuppgifterna är sällan tydligt formulerade.
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| 6. |
- Träff, Ulf, 1963-, et al.
(författare)
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Cognitive mechanisms underlying third graders' arithmetic skills : Expanding the pathways to mathematics model.
- 2018
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Ingår i: Journal of experimental child psychology (Print). - : Elsevier. - 0022-0965 .- 1096-0457. ; 167, s. 369-387
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Tidskriftsartikel (refereegranskat)abstract
- A modified pathways to mathematics model was used to examine the cognitive mechanisms underlying arithmetic skills in third graders. A total of 269 children were assessed on tasks tapping the four pathways and arithmetic skills. A path analysis showed that symbolic number processing was directly supported by the linguistic and approximate quantitative pathways. The direct contribution from the four pathways to arithmetic proficiency varied; the linguistic pathway supported single-digit arithmetic and word problem solving, whereas the approximate quantitative pathway supported only multi-digit calculation. The spatial processing and verbal working memory pathways supported only arithmetic word problem solving. The notion of hierarchical levels of arithmetic was supported by the results, and the different levels were supported by different constellations of pathways. However, the strongest support to the hierarchical levels of arithmetic were provided by the proximal arithmetic skills.
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| 7. |
- Östergren, Rickard, 1975-, et al.
(författare)
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Is repeated testing of declarative knowledge in mathematics moderated by feedback?
- 2018
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Ingår i: journal of education and culture studies. - : Scholink Co, Ltd.. - 2573-0401 .- 2573-041X. ; 2:3, s. 209-212
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Tidskriftsartikel (refereegranskat)abstract
- This study set out to examine the effects of repeated testing of students’ declarative knowledge in mathematics in grade 7 (13-14 years old) and to what extent feedback moderates the effect of continually testing students’ declarative knowledge. Students who have automated the 400 basic arithmetical combinations (200 addition combinations and 200 subtraction combinations) have gained declarative knowledge. Mastering these combinations gives students an advantage where doing various calculations and performing different mathematical procedures are concerned (Dowker, 2012). If a student has automated the basic combinations, their attention will not be diverted from the procedure when solving calculation tasks, and there is thereby less risk of incorrect answers (Dowker, 2012). Previous studies have also shown that declarative knowledge in mathematics predict future results in more advanced mathematics (Hassel Bring, Goin, & Bransford, 1988; Gersten, Jordan, & Flojo, 2005; Rathmell & Gabriele, 2011).
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| 8. |
- Östergren, Rickard, 1975-, et al.
(författare)
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Learning declarative knowledge in special education treatment group
- 2018
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Ingår i: journal of education and training. - Las Vegas, NV, United States : Macrothink Institute, Inc.. - 2330-9709. ; 5:1
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Tidskriftsartikel (refereegranskat)abstract
- An organizing structure that in recent years has had a major impact on how to work with students who don’t respond to regular instruction is Response to Intervention (RTI). Efforts in RTI are divided into three different tiers of instruction: primary, secondary and tertiary. In our study, we investigate the impact of intensive secondary-tier instruction on students’ knowledge of basic combinations of digits in addition. We also focus on how the students develop their use of more advanced calculations in addition during the intervention.The results showed that students became faster at performing simple addition tasks, which indicates that their fluency – declarative knowledge – developed during the intervention phase. Our results thereby strengthen suggestions that a secondary-tier intervention level should take place in a small group of students 20-40 minutes four to five times a week. Meanwhile, the students developed their ability to solve two-digit arithmetic tasks in addition and subtraction, which could be explained by the fact that students had automated simple number combinations and thus could focus on the calculation procedure.
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| 9. |
- Östergren, Rickard, 1975-
(författare)
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Mathematical Learning Disability : Cognitive Conditions, Development and Predictions
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the present thesis was to test and contrast hypotheses about the cognitive conditions that support the development of mathematical learning disability (MLD). Following hypotheses were tested in the thesis: a) domain general deficit, the deficit is primarily located in the domain general systems such as the working memory, b) number sense deficit, the deficit is located in the innate approximate number system (ANS), c) numerosity coding deficit, the deficit is located to a exact number representation system, d) access deficit, the deficit is in the mapping between symbols and the innate number representational system (e.g., ANS), e) multiple deficit hypothesis states that MLD could be related to more than one deficit.Three studies examined the connection between cognitive abilities and arithmetic. Study one and three compared different groups of children with or without MLD (or risk of MLD). Study two investigated the connection between early number knowledge, verbal working memory and the development of arithmetic ability.The results favoring the multiple deficit hypothesis, more specifically the result indicate that number sense deficit together with working memory functions constitutes risk-factors to the development of MLD in children. A simple developmental model that is based on von Asters and Shalev´s (2007) model and the present results is suggested, in order to understand the development of MLD in children.
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