The Relationship Between Basic Cognitive Skills and Math Learning Disabilities in The First Grade

المؤلفون

  • Ferman Hasan Psychology Department, Faculty of Arts, Soran University, Iraq
  • Karim Sharif Qarachatani Special Education Department, Faculty of Basic Education, University of Sulaimani, Iraq

DOI:

https://doi.org/10.25212/lfu.qzj.8.5.48

الكلمات المفتاحية:

Basic cognitive skills, Mathematics, Math learning disability, Learning, First grade

الملخص

This study investigates the relationship between five basic cognitive skills related to math lessons in Grade 1 of basic education: mathematical, numerical, analytical, classification, and measuring skills. The study will focus on three provinces of Kurdistan (Erbil, Sulaymani, and Halabja) and uses the descriptive method. Measuring phenomena depends on the criterion-referenced test. A specified grade is made to the criterion Reference that each participant can reach that grade. The study's results illustrated poor cognitive skills and learning difficulties in mathematics. Furthermore, 233 of 384 participants (60.68%) have poor cognitive skills in mathematics and a learning disability in the subject. The results indicate poor cognitive skills and significant gender differences between males and females. No statistically-significant differences were found in cognitive skills between provinces.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Abdurrahman, S. (2008). Psychometrics, theory and practice, (5th ed), Cairo, Arab Nile Authority for Publishing and Distribution.

Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs?. Psychological bulletin, 131(1), 30.

Al-Waqf, Radhi .(2012). Diagnostic test of basic skills in mathematics, Amman, Princess Sarvaht College.

Aunio, P., & Räsänen, P. (2016). Core numerical skills for learning mathematics in children aged five to eight years–a working model for educators. European Early Childhood Education Research Journal, 24(5), 684-704.

Anjoff ,W .H .(1971). SCALES ,NORMS AND Equivalent Scors .ENR .L .THorndike (ed) Educational measurement Washington ,DC:AMERICAN Council on education macmillan .

Birgin, O., & Özkan, K. (2022). Comparing the concept images and hierarchical classification skills of students at different educational levels regarding parallelograms: a cross-sectional study. International Journal of Mathematical Education in Science and Technology, 1-33.

Bolton, L. (2019). Foundational mathematics education in developing countries. https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/14736/657_Foundational_Mathematics_Education_in_Developing_Countries.pdf?sequence=1

Boulanger, J. (2015). La mémoire, de Freud à Kandel. L'information psychiatrique, 91(2), 145-162.

Desoete, A., & Roeyers, H. (2005). Cognitive skills in mathematical problem solving in Grade 3. British Journal of Educational Psychology, 75(1), 119-138.

Desoete, A., & Roeyers, H. (2006). Metacognitive macroevolutions in mathematical problem solving. Learning and Instruction, 16(1), 12-25.

Douglas, H. P., & LeFevre, J. A. (2018). Exploring the influence of basic cognitive skills on the relation between math performance and math anxiety. Journal of Numerical Cognition, 3(3), 642-666.

Conway, A. R., Cowan, N., Bunting, M. F., Therriault, D. J., & Minkoff, S. R. (2002). A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence, 30(2), 163-183.

Cowan, R., Hurry, J., & Midouhas, E. (2018). The relationship between learning mathematics and general cognitive ability in primary school. British Journal of Developmental Psychology, 36(2), 277-284.

Egan, G. (2018). The skilled helper: A client-centred approach. Cengage Learning EMEA.

Fuson, K. C., Richards, J., & Briars, D. J. (1982). The acquisition and elaboration of the number word sequence. In Children’s logical and mathematical cognition (pp. 33-92). Springer, New York, NY

Fuson, K. C., Wearne, D., Hiebert, J. C., Murray, H. G., Human, P. G., Olivier, A. I., ... & Fennema, E. (1997). Children's conceptual structures for multidigit numbers and methods of multidigit addition and subtraction. Journal for research in mathematics education, 28(2), 130-162.

Gallistel, C. R., & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44(1-2), 43-74.

Garnett, K. (1998). Math learning disabilities. Journal of CEC. https://sites.google.com /site/dyscalculia org/dyscalculia/Math Learning Disabilities.pdf

Gashaj, V., Oberer, N., Mast, F. W., & Roebers, C. M. (2019). The relation between executive functions, fine motor skills, and basic numerical skills and their relevance for later mathematics achievement. Early education and development, 30(7), 913-926.

Gourgey, A. F. (1982). Development of a Scale for the Measurement of Self-Concept in Mathematics.

Holle, H., & Rein, R. (2013). The modified Cohen’s kappa: Calculating interrater agreement for segmentation and annotation. Understanding body movements: A guide to empirical research on nonverbal behavior: With an introduction to the NEUROGES coding system, 261-277.

Ibrahim, Al.M. (2013). Skills of classifying books and information containers according to the Dewey Decimal Classification System ,(1th ed) ,Cairo, Egyptian Book House.

Kane, J. M., & Mertz, J. E. (2012). Debunking myths about gender and mathematics performance. Notices of the AMS, 59(1), 10-21.

Karsenty, R. (2020). Mathematical ability. Encyclopedia of mathematics education, 494-497.

Korolova, J., & Zeidmane, A. (2016). Applied Mathematics as an Improver of Analytical Skills of Students. In The Proceedings of the International Scientific Conference Rural Environment. Education. Personality (Vol. 9, pp. 323-327).

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.

Kunpol, S. (2015). The Development of Analytical Skills in Mathematics of Grade 6 Students. Rangsit Journal of Educational Studies, 2(2), 41-55.

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. biometrics, 159-174.

Landerl, K., & Kölle, C. (2009). Typical and atypical development of basic numerical skills in elementary school. Journal of experimental child psychology, 103(4), 546-565.

Ling, M. K. D., & Loh, S. C. (2021). Relationships between cognitive pattern recognition and specific mathematical domains in mathematics education. International Journal of Mathematical Education in Science and Technology, 1-21.

Levine, S. C., Jordan, N. C., & Huttenlocher, J. (1992). Development of calculation abilities in young children. Journal of experimental child psychology, 53(1), 72-103.

Marir, B. (2017). La relation du développement cognitif chez l'enfant et La conception des projets éducatifs.-Cas des écoles primaires à Batna. Journal of Architecture and Child Environment, 2 (2), 69-79.

McLeod, S. A. (2018, April 05). What are the most interesting ideas of Sigmund Freud? Simply Psychology. www.simplypsychology.org/Sigmund-Freud.html

Mercer, C.D. (1997). Students with learning disabilities (5th ed.). Upper Saddle River, NJ: Merrill.

Meskauskas, J. A. (1976). Evaluation models for criterion-referenced testing: Views regarding mastery and standard-setting. Review of Educational Research, 46(1), 133-158.

Nepal, B. (2016). Impact of gender and location on mathematical thinking and mathematics achievement. Journal of Advanced Academic Research, 3(3), 11-21

Poenaru, L. (2018). Refoulement et fragmentation structurelle de la trace mne sique. Apropos de l’article de J. Boulanger et M. Robert «Neuropsychanalyse de la fonction mne sique».

Raz, N., Gunning-Dixon, F., Head, D., Williamson, A., & Acker, J. D. (2001). Age and sex differences in the cerebellum and the ventral pons: a prospective MR study of healthy adults. American Journal of Neuroradiology, 22(6), 1161-1167.

Rogers, C., & Kutnick, P. (1992). The social psychology of the primary school. Routledge, London

Rousselle, L., & Noël, M. P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395.

Saunders, M., Lewis, P., & Thornhill, A. (2003). Research methods for business students. Essex: Prentice Hall: Financial Times.

Sasmitatias, F., & Kuswanto, H. (2018). The development of science learning device based on serukam

local culture to improve students’ analytical skill. International Journal of Educational Research Review, 3(3), 59-68.

Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach. John wiley & sons

Shrout, P. E. (1998). Measurement reliability and agreement in psychiatry. Statistical methods in medical research, 7(3), 301-317.

Sowell, E. R., Peterson, B. S., Kan, E., Woods, R. P., Yoshii, J., Bansal, R., ... & Toga, A. W. (2007). Sex differences in cortical thickness mapped in 176 healthy individuals between 7 and 87 years of age. Cerebral cortex, 17(7), 1550-1560.

Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. cortex, 49(10), 2674-2688.

Thompson, S. K. (2012). Sampling, Third Edition (Vol. 755). John Wiley & Sons.

Turner, G. (2014). Is it statistically significant? The chi-square test.In UAS Conference Series 2013/14. https://5y1.org/download/253db83c8be1b5f2c89c8fe535fcacaf.pdf

Zaidi, Z. F. (2010). Gender differences in human brain: a review. The open anatomy journal, 2(1). pp.37-55

Zughayer, R. H.(2010). The Psychology of Growth .Book in Arabic, (1th ed), Amman, House of Culture for Publishing and Distribution.

التنزيلات

منشور

2024-01-09

كيفية الاقتباس

Ferman Hasan, & Karim Sharif Qarachatani. (2024). The Relationship Between Basic Cognitive Skills and Math Learning Disabilities in The First Grade. QALAAI ZANIST JOURNAL, 8(5), 1295–1315. https://doi.org/10.25212/lfu.qzj.8.5.48

إصدار

القسم

Articles