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Clock reading: an underestimated topic in children with mathematics difficulties

Elise Burny UGent, Martin Valcke UGent and Annemie Desoete UGent (2012) JOURNAL OF LEARNING DISABILITIES. 45(4). p.351-360
abstract
Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson (2008), for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding of the difficulties that children with MD experience with telling time. Therefore, clock reading abilities of 154 children with MD were compared to the ability of 571 average achieving children and a qualitative error analysis was performed. The results of this study confirm the earlier finding of Andersson (2008) that children with MD perform worse on clock reading than average achieving children, and additionally shows that children with MD are especially struggling the combination of procedural and retrieval strategies that are needed to read complex five minute and one minute clock times. Children with MD make more errors that reflect immature counting strategies and deficits in memory retrieval. This finding is in line with Geary’s (2005) theory of subtypes in MD, that argues that children with MD have problems with mathematical procedures and semantic memory retrieval.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
OF-PROCESSING DIFFERENCES, LEARNING-DISABILITIES, DEVELOPMENTAL DYSCALCULIA, STRATEGY CHOICE, ARITHMETICAL COGNITION, PROGRESSIVE MATRICES, DISABLED-CHILDREN, PERFORMANCE, STUDENTS, INSTRUCTION, clock reading, mathematics, learning difficulties, primary education
journal title
JOURNAL OF LEARNING DISABILITIES
J. Learn. Disabil.
volume
45
issue
4
pages
351 - 360
Web of Science type
Article
Web of Science id
000305352400006
JCR category
REHABILITATION
JCR impact factor
1.578 (2012)
JCR rank
13/66 (2012)
JCR quartile
1 (2012)
ISSN
0022-2194
DOI
10.1177/0022219411407773
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1086471
handle
http://hdl.handle.net/1854/LU-1086471
date created
2010-12-13 14:02:50
date last changed
2015-06-17 09:19:13
@article{1086471,
  abstract     = {Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson (2008), for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding of the difficulties that children with MD experience with telling time. Therefore, clock reading abilities of 154 children with MD were compared to the ability of 571 average achieving children and a qualitative error analysis was performed. The results of this study confirm the earlier finding of Andersson (2008) that children with MD perform worse on clock reading than average achieving children, and additionally shows that children with MD are especially struggling the combination of procedural and retrieval strategies that are needed to read complex five minute and one minute clock times. Children with MD make more errors that reflect immature counting strategies and deficits in memory retrieval. This finding  is in line with Geary{\textquoteright}s (2005) theory of subtypes in MD, that argues that children with MD have problems with mathematical procedures and semantic memory retrieval.},
  author       = {Burny, Elise and Valcke, Martin and Desoete, Annemie},
  issn         = {0022-2194},
  journal      = {JOURNAL OF LEARNING DISABILITIES},
  keyword      = {OF-PROCESSING DIFFERENCES,LEARNING-DISABILITIES,DEVELOPMENTAL DYSCALCULIA,STRATEGY CHOICE,ARITHMETICAL COGNITION,PROGRESSIVE MATRICES,DISABLED-CHILDREN,PERFORMANCE,STUDENTS,INSTRUCTION,clock reading,mathematics,learning difficulties,primary education},
  language     = {eng},
  number       = {4},
  pages        = {351--360},
  title        = {Clock reading: an underestimated topic in children with mathematics difficulties},
  url          = {http://dx.doi.org/10.1177/0022219411407773},
  volume       = {45},
  year         = {2012},
}

Chicago
Burny, Elise, Martin Valcke, and Annemie Desoete. 2012. “Clock Reading: An Underestimated Topic in Children with Mathematics Difficulties.” Journal of Learning Disabilities 45 (4): 351–360.
APA
Burny, E., Valcke, M., & Desoete, A. (2012). Clock reading: an underestimated topic in children with mathematics difficulties. JOURNAL OF LEARNING DISABILITIES, 45(4), 351–360.
Vancouver
1.
Burny E, Valcke M, Desoete A. Clock reading: an underestimated topic in children with mathematics difficulties. JOURNAL OF LEARNING DISABILITIES. 2012;45(4):351–60.
MLA
Burny, Elise, Martin Valcke, and Annemie Desoete. “Clock Reading: An Underestimated Topic in Children with Mathematics Difficulties.” JOURNAL OF LEARNING DISABILITIES 45.4 (2012): 351–360. Print.