A comparison of the differences in success rate in mathematical didactic test between pupils with dyslexia and pupils without dyslexia

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

A comparison of the differences in success rate in mathematical didactic test between pupils with dyslexia and pupils without dyslexia

Popis výsledku v původním jazyce

This paper discusses a descriptive and inductive analysis of the differences in simple mathematical reasoning between pupils with and without dyslexia. These types of reasoning were analysed based on a test from CERMAT (Educational Research Center, a state-funded institution controlled by the Ministry of Education, Youth and Sports). Each test item was classified either as 1 - correct answer or 0 - wrong answer. Because of this type of coding it was possible to interpret the arithmetic mean of the measured values as a suitable score estimation of the p-parameter of the alternative distribution, which represents the probability with which a chosen pupil will answer the question correctly. The research described was conducted with pupils who in the school year 2016/2017 attended the fifth grade of the basic school in the Czech Republic (40 pupils with dyslexia and 40 pupils without dyslexia). For the purpose of this study the author intentionally chose pupils who were on the stage of formal operational reasoning. An assumption was made during the research that pupils without dyslexia will be in the test which was focused on basic mathematical operations more successful than pupils with dyslexia. This assumption, however, wasn?t supported by the data. The results show correlation between success in the mathematical test and reading literacy level. The ascertain correlation (r = 0,58) is significant at 5 % significance level and it marks moderate dependence.

Název v anglickém jazyce

A comparison of the differences in success rate in mathematical didactic test between pupils with dyslexia and pupils without dyslexia

Popis výsledku anglicky

This paper discusses a descriptive and inductive analysis of the differences in simple mathematical reasoning between pupils with and without dyslexia. These types of reasoning were analysed based on a test from CERMAT (Educational Research Center, a state-funded institution controlled by the Ministry of Education, Youth and Sports). Each test item was classified either as 1 - correct answer or 0 - wrong answer. Because of this type of coding it was possible to interpret the arithmetic mean of the measured values as a suitable score estimation of the p-parameter of the alternative distribution, which represents the probability with which a chosen pupil will answer the question correctly. The research described was conducted with pupils who in the school year 2016/2017 attended the fifth grade of the basic school in the Czech Republic (40 pupils with dyslexia and 40 pupils without dyslexia). For the purpose of this study the author intentionally chose pupils who were on the stage of formal operational reasoning. An assumption was made during the research that pupils without dyslexia will be in the test which was focused on basic mathematical operations more successful than pupils with dyslexia. This assumption, however, wasn?t supported by the data. The results show correlation between success in the mathematical test and reading literacy level. The ascertain correlation (r = 0,58) is significant at 5 % significance level and it marks moderate dependence.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2017 Proceedings

ISBN

978-84-697-6957-7

ISSN

2340-1095

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

2034-2041

Název nakladatele

IATED Academy

Místo vydání

Seville (SPAIN)

Místo konání akce

Seville, SPAIN

Datum konání akce

16. 11. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000429975302019