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Year 2023, Volume: 5 Issue: 2, 146 - 166, 30.08.2023
https://doi.org/10.47806/ijesacademic.1294709

Abstract

References

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  • Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. Journal of experimental child psychology, 77(3), 236–263. https://doi.org/10.1006/jecp.2000.2561
  • Geary, D. C. & Hoard, M. K. (2001). ‘Numerical and arithmetical deficits in learning-disabled pupils: relation to dyscalculia and dyslexia.’ Aphasiology, 15(7), 635–47.
  • Geary, D.C. (2004a). Mathematics and Learning Disabilities. Developmental Neuropsychology, 32(1), 471–519.
  • Geary D. C. (2004b). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
  • Gross-Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: prevalence and demographic features. Developmental medicine and child neurology, 38(1), 25–33. https://doi.org/10.1111/j.1469-8749.1996.tb15029.x
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  • Hein, J., Bzufka, M., & Neum€arker, K. (2000). The specific disorder of arithmetic skills. Prevalence studies in a rural and an urban population sample and their clinico-neuropsychological validation. European Child & Adolescent Psychiatry, 9, S87–S101. https://doi.org/10.1007/s007870070012
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Differential Influence of Demographic Variables on Dyscalculia Dimensions

Year 2023, Volume: 5 Issue: 2, 146 - 166, 30.08.2023
https://doi.org/10.47806/ijesacademic.1294709

Abstract

Dyscalculia is a specific learning difficulty that affects an individual's ability to perform mathematical tasks. The research was aimed at investigating whether gender and age have a differential influence on the number sense, arithmetic operations, and working memory dimensions of dyscalculia. The research design was an expo facto research design. The population was all 87320 junior secondary school 1 and 2 students in Obio-Akpor local government area. The sample consists of 453 students who have been diagnosed with dyscalculia. This sample was randomly drawn using a multistage sampling procedure. A standardized instrument, the Dyscalculia Test by Eteng-Uket, was used for data collection. High validity and reliability indices were obtained for the test. The data were analyzed using mean, standard deviation, one-way, and two multivariate analyses of variance. The result showed that gender and age independently and in interaction had a differential influence on dyscalculia dimensions, but this differential influence was not significant. Based on these findings, it is recommended that educators use a variety of individualized instructional strategies and materials, including visual aids, manipulatives, and adaptive technologies that are effective for different genders and age groups of dyscalculics

References

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  • Bopp, K. L., & Verhaeghen, P. (2009). Working memory and aging: Separating the effects of content and context. Psychology and Aging, 24(4), 968–980. https://doi.org/10.1037/a0017731
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  • Dehaene, Stanislas & Piazza, Manuela & Pinel, Philippe & Cohen, Laurent. (2003). Three Parietal Circuits for Number Processing. Cognitive neuropsychology. 20. 487-506. https://doi.org/10.1080/02643290244000239.
  • Dellatolas, G., von Aster, M., Willadino-Braga, L., Meier, M., & Deloche, G. (2000). Number processing and mental calculation in school children aged 7 to 10 years: A transcultural comparison. European Child & Adolescent Psychiatry, 9(Suppl 2), S102–S110. https://doi.org/10.1007/s007870070003
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  • Drew S., (2015). Dyscalculia in higher education. A Doctoral Thesis Submitted at Loughborough University.
  • Dowker, A. (2004). What Works for Children with Mathematical Difficulties? Research Report RR554. Nottingham: DfES Publications.
  • Doyle A. (2010).Dyscalculia and mathematical difficulties: Implications for transition to higher education in the Republic of Ireland. A paper presented at the Disability Service Symposium Trinity College Dublin. Retrived on 4/10/2020 from https://www.researchgate.net/publication/273137402
  • Dirks, E., Spyer, G., van Lieshout, E. C., & de Sonneville, L. (2008). Prevalence of combined reading and arithmetic disabilities. Journal of learning disabilities, 41(5), 460–473. https://doi.org/10.1177/0022219408321128
  • Eteng-Uket, S. (2023). "The Development, Validation, and Standardization of a New Tool: The Dyscalculia Test." Numeracy 16(2), 1-25 https://doi.org/10.5038/1936-4660.16.2.1417
  • Evans, B. (2001). Dyslexia and Vision. Wiley-Blackwell.
  • Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114(2), 345–362. https://doi.org/10.1037/0033-2909.114.2.345
  • Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. Journal of experimental child psychology, 77(3), 236–263. https://doi.org/10.1006/jecp.2000.2561
  • Geary, D. C. & Hoard, M. K. (2001). ‘Numerical and arithmetical deficits in learning-disabled pupils: relation to dyscalculia and dyslexia.’ Aphasiology, 15(7), 635–47.
  • Geary, D.C. (2004a). Mathematics and Learning Disabilities. Developmental Neuropsychology, 32(1), 471–519.
  • Geary D. C. (2004b). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
  • Gross-Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: prevalence and demographic features. Developmental medicine and child neurology, 38(1), 25–33. https://doi.org/10.1111/j.1469-8749.1996.tb15029.x
  • Haberstroh S, Schulte-Körne G (2019). Clinical practice guideline: The diagnosis and treatment of dyscalculia. Dtsch Arztebl Int 116, 07–14. https://doi.org/10.3238/arztebl.2019.0107
  • Hein, J., Bzufka, M., & Neum€arker, K. (2000). The specific disorder of arithmetic skills. Prevalence studies in a rural and an urban population sample and their clinico-neuropsychological validation. European Child & Adolescent Psychiatry, 9, S87–S101. https://doi.org/10.1007/s007870070012
  • Herlitz, A., & Yonker, J. E. (2002). Sex differences in episodic memory: the influence of intelligence. Journal of clinical and experimental neuropsychology, 24(1), 107–114. https://doi.org/10.1076/jcen.24.1.107.970
  • Hornung, C., Schiltz, C., Brunner, M., Martin, R., & Kaufmann, L. (2014). Predicting math achievement: The unique contribution of symbolic and non-symbolic number processing skills. Frontiers in Psychology, 5, 251. https://doi.org/10.3389/fpsyg.2014.00272
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Stella Eteng-uket 0000-0001-7042-4894

Vivian C. Amaechı-udogu This is me 0000-0002-1141-4095

Early Pub Date June 14, 2023
Publication Date August 30, 2023
Submission Date May 9, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Eteng-uket, S., & Amaechı-udogu, V. C. (2023). Differential Influence of Demographic Variables on Dyscalculia Dimensions. International Journal of Educational Spectrum, 5(2), 146-166. https://doi.org/10.47806/ijesacademic.1294709

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