Predictors for the Development of Arithmetic Skills in Pupils of Younger School Age

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10483159" target="_blank" >RIV/00216208:11410/23:10483159 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=0Gno9kCS-Y" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=0Gno9kCS-Y</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/25337890.4532" target="_blank" >10.14712/25337890.4532</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Predictors for the Development of Arithmetic Skills in Pupils of Younger School Age

Popis výsledku v původním jazyce

This study aims to map the predictors for the development of arithmetic skills in young school-age pupils. Specifi cally, the research investigation focused on comparing differences in performance between pupils with mathematical learning diffi culties and a control group of pupils. The respondents performed tasks focusing on executive functions, spatial abilities, as well as estimation and symbolisation of quantities. The performance of pupils with MLD (mathematical learning diffi culties) differed from that of children without identifi ed diffi culties, particularly on tests focusing on matching number symbols and on numeracy skills alone. Signifi cant, albeit smaller, differences between groups were also evident in non-symbolic quantity comparison and spatial skills (mental rotation). In terms of accuracy, we did not fi nd statistically signifi cant differences between the groups in any of the areas studied. The results indicate a close correlation between the speed of quantity symbolisation and the level of arithmetic skills.

Název v anglickém jazyce

Predictors for the Development of Arithmetic Skills in Pupils of Younger School Age

Popis výsledku anglicky

This study aims to map the predictors for the development of arithmetic skills in young school-age pupils. Specifi cally, the research investigation focused on comparing differences in performance between pupils with mathematical learning diffi culties and a control group of pupils. The respondents performed tasks focusing on executive functions, spatial abilities, as well as estimation and symbolisation of quantities. The performance of pupils with MLD (mathematical learning diffi culties) differed from that of children without identifi ed diffi culties, particularly on tests focusing on matching number symbols and on numeracy skills alone. Signifi cant, albeit smaller, differences between groups were also evident in non-symbolic quantity comparison and spatial skills (mental rotation). In terms of accuracy, we did not fi nd statistically signifi cant differences between the groups in any of the areas studied. The results indicate a close correlation between the speed of quantity symbolisation and the level of arithmetic skills.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Gramotnost, pregramotnost a vzdělávání

ISSN

2533-7882

e-ISSN

2533-7890

Svazek periodika

7

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

32

Strana od-do

59-90

Kód UT WoS článku

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EID výsledku v databázi Scopus

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