Initial math skills and persistent math difficulties

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Published: Nov 4, 2017
DOI: https://doi.org/10.17060/ijodaep.2017.n1.v3.992
Keywords:
mathematical difficulties retrospective study basic mathematical competences persistence

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Rebeca Siegenthaler Hierro
Universidad Jaume I de Castellón
Ana Miranda Casas
Universidad de Valencia
Jessica Mercader Ruiz
Universidad Jaume I de Castellón
Mª Jesús Presentación Herrero
Universidad Jaume I de Castellón

Abstract

The aim of the present study was to analyse the differences in certain basic mathematical competences (for example, counting, logical operations, magnitude comparability skills) assessed in. Early Childhood Education between children with persistent difficulties in the area of mathematics in 2nd Primary Education and children with adequate performance. The final sample of the study consisted of 180 children (composed initially of 209 pre-schoolers), of which 6.6% showed persistent mathematics difficulties (n = 12) and 45.5% presented an adequate performance in both measurements (n = 82). In Early Childhood Education we administered counting, logical operations (seriation, classification, conservation and numerical inclusion) and comparison of magnitudes (symbolic and non-symbolic) of the TEDI-MATH test (Grégoire, Noël, and Van Nieuwenhoven, 2005). Results evidenced differences in 4 of the 8 basic mathematical competences analysed in Early Childhood Education, with especially significant effects on the ability to compare symbolic numbers and to manage verbal numerical sequence. The implications of these findings for psychoeducational research and practice are discussed.

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How to Cite
Siegenthaler Hierro, R., Miranda Casas, A., Mercader Ruiz, J., & Presentación Herrero, M. J. (2017). Initial math skills and persistent math difficulties. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 233–242. https://doi.org/10.17060/ijodaep.2017.n1.v3.992
Issue
Vol. 3 No. 1 (2017): MONOGRAPH NO. 2. PSYCHOLOGY TODAY: CHALLENGES, ACHIEVEMENTS AND PERSPECTIVES OF THE FUTURE. CHILD PSYCHOLOGY.
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Articles
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