Publication details
Potenciál měření nesymbolických početních schopností pro časnou diagnostiku dyskalkulie
| Title in English | Potential of Measuring Non-Symbolic Numerical Abilities for Early Diagnosis of Dyscalculia |
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| Authors | |
| Year of publication | 2020 |
| Type | Article in Periodical |
| Magazine / Source | E-psychologie |
| MU Faculty or unit | |
| Citation | |
| Web | článek - open access |
| Doi | http://dx.doi.org/10.29364/epsy.369 |
| Keywords | non-symbolic numerical systems; approximate number system; ANS; quantity discrimination; diagnostics of dyscalculia |
| Attached files | |
| Description | The aim of the study is to contribute to the understanding of the links between non-symbolic numerical abilities and developmental dyscalculia. Therefore, we deal with the numerical functions already at the level of innate dispositions preceding the acquiring of numerical apparatus, which are ensured by the instance of the so-called approximate number system (ANS) and are manifested in the quantitative estimation skill. If the relationship exists, it might be possible to use it for the practical diagnosis of dyscalculia at an early age before showing any difficulties in numerical skills. Our pilot study compares the level of non-symbolic numerical abilities (counting) in children with dyscalculia and control groups. The complete research group consisted of 75 pupils aged between 6.6 and 17.8 years (M = 12.03; SD = 2.68), with 25 (33%) showing mathematical difficulties in 17 cases (23%) explained by the diagnosis of dyscalculia. Data was collected using an electronic “numerical estimate test” of the own construction, constituted by the so-called approximation tasks based on the principle of differentiation of quantities. The results suggest that the control group discriminates the quantity better than children with mathematical difficulties. However, after checking the age of the respondents, the relationship between dyscalculia and numerical test output is weak and statistically insignificant, beta = -0.232, p = 0.056. The results are discussed in relation to the possibilities of their use in practice. |