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Screening for mathematical disabilities in Kindergarten

Pieter Stock (UGent) , Annemie Desoete (UGent) and Herbert Roeyers (UGent)
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Abstract
Objective: This article is devoted to the potential early markers for mathematical learning disabilities in kindergarten in order to prevent children from falling further behind and from developing unrecognized mathematical disabilities later on. Methods: Performances in preparatory arithmetic tasks were studied in 361 kindergartners focusing on differences between children at risk for mathematical disabilities and children who were at least moderately achieving in numerical arithmetic tasks. Results: Evidence was found for several markers in kindergarten. Children at risk had lower scores on procedural counting knowledge, conceptual counting knowledge, seriation, classification, conservation and magnitude comparison tasks. Based on these kindergarten abilities, 77% of children who were at risk for mathematical disabilities could be detected. Conclusion: Procedural and conceptual counting knowledge, seriation and classification skills and magnitude comparison abilities could possibly serve as powerful early screeners in the detection of mathematical disabilities.
Keywords
mathematical learning disabilities, Screeners, counting, seriation, classification, magnitude comparison

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Chicago
Stock, Pieter, Annemie Desoete, and Herbert Roeyers. 2009. “Screening for Mathematical Disabilities in Kindergarten.” Developmental Neurorehabilitation 12 (6): 389–396.
APA
Stock, Pieter, Desoete, A., & Roeyers, H. (2009). Screening for mathematical disabilities in Kindergarten. DEVELOPMENTAL NEUROREHABILITATION, 12(6), 389–396.
Vancouver
1.
Stock P, Desoete A, Roeyers H. Screening for mathematical disabilities in Kindergarten. DEVELOPMENTAL NEUROREHABILITATION. 2009;12(6):389–96.
MLA
Stock, Pieter, Annemie Desoete, and Herbert Roeyers. “Screening for Mathematical Disabilities in Kindergarten.” DEVELOPMENTAL NEUROREHABILITATION 12.6 (2009): 389–396. Print.
@article{1185455,
  abstract     = {Objective: This article is devoted to the potential early markers for mathematical learning disabilities in kindergarten in order to prevent children from falling further behind and from developing unrecognized mathematical disabilities later on.
Methods: Performances in preparatory arithmetic tasks were studied in 361 kindergartners focusing on differences between children at risk for mathematical disabilities and children who were at least moderately achieving in numerical arithmetic tasks.
Results: Evidence was found for several markers in kindergarten. Children at risk had lower scores on procedural counting knowledge, conceptual counting knowledge, seriation, classification, conservation and magnitude comparison tasks. Based on these kindergarten abilities, 77\% of children who were at risk for mathematical disabilities could be detected.
Conclusion: Procedural and conceptual counting knowledge, seriation and classification skills and magnitude comparison abilities could possibly serve as powerful early screeners in the detection of mathematical disabilities.},
  author       = {Stock, Pieter and Desoete, Annemie and Roeyers, Herbert},
  issn         = {1751-8423},
  journal      = {DEVELOPMENTAL NEUROREHABILITATION},
  language     = {dut},
  number       = {6},
  pages        = {389--396},
  title        = {Screening for mathematical disabilities in Kindergarten},
  url          = {http://dx.doi.org/10.3109/17518420903046752},
  volume       = {12},
  year         = {2009},
}

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