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Identifier 000430950
Title Νευροψυχολογική εκτίμηση αδυναμιών στα μαθηματικά σε παιδιά δημοτικού του νομού Ηρακλείου και επίδραση της εκπαίδευσης στη μαθηματική σκέψη
Alternative Title Neuropsychological assessment of math learning disabilities in elementary school students in the prefecture of heraklio and educational effect on mathematical thinking
Author Καρακωνσταντάκη Ελένη
Thesis advisor Σίμος, Παναγιώτης
Reviewer Χλουβεράκης, Γρηγόρης
Βασιλάκη, Ελένη
Κυπριωτάκη, Μαρία
Δημητροπούλου, Παναγιώτα
Abstract Despite the large body of educational and neuropsychological research on Learning Disabilities (LD) in math several outstanding issues remain on optimal assessment procedures and effective interventions. In Greece there is a further lack on implementation of diagnostic procedures, instruments, and specialized intervention protocols. The present study focused on elementary school students displaying significant and persistent mathematic underachievement, their cognitive profile and response to a custom-designed educational intervention. To accomplish this goal a sample of 1382 G3 students were administered a math screening assessment, in Phase 1 of the study. Students who presented mathematic weaknesses (n=122) were reassessed a year later on the same scale. Nineteen students displayed persisting underachievement (1.4% of the total sample, PD group) and 17 students scored in the average range (Improved Performance, IP group). A group of students who performed in the average range on both assessments formed the comparison group (typical performance group, TP, n=36). Administered a battery of cognitive and math skills tests in G4 (Phase 2), students in the PD group displayed significant difficulties in symbolic processing: they had poor achievement in math tasks that require the processing of symbols such as written additions and subtractions or problem solving. In contrast they scored comparably to students in the IP group on math tasks that required quantity processing such as counting, digit comparison and approximate quantity estimation. Moreover, both students in the PD and IP groups scored lower that TP students on pseudoword reading while all groups showed similar scores on word reading. In Phase 3 of the study an educational intervention (MyMath) was designed focusing on weaknesses in basic math concepts, which are considered as prerequisites for the development of higher math abilities. Students in the intervention sample (n=36) attended MyMath while enrolling in G5 and G6. Importantly, only students who completed the intervention from the PD group (n=13) benefited displaying a small but significant improvement in accuracy and speed, while performing written and mental calculations. Training in basic mathematic concepts and procedures starting from non symbolic tasks using manipulatives, a methodology that traditionally is adopted during the first years of elementary schooling, positively affected symbolic math performance in students presenting persistent mathematic difficulties just before finishing primary education. Students in the IP group seem to have short term memory deficiencies and a slow rate of growth of mathematical abilities compared to students with TP without exhibiting conceptual deficits. In the course of time they manage to achieve the expected level of mathematical proficiency. These students would probably benefit from a different math program targeting practice through rehearsal and motivating their interest for learning. The present study includes a number of advances compared to previous research in the Greek educational system featuring longitudinal evaluation of student progress in basic math skills and subsequent detailed cognitive and math skills assessment. Moreover, an intervention combining elements from modern neuropsychological and educational research was organized aiming to the rehabilitation of mathematic difficulties. Limitations of the study included the lack of detailed assessments of language, visual-spatial and executive skills that would probably bring to light more information on the procedure of mathematical thinking of students in our sample.
Language Greek
Subject Diagnostic assessment
Διαγνωστική αξιολόγηση
Εκπαιδευτική παρέμβαση
Μαθησιακές δυσκολίες στα μαθηματικά
Μικρός άθλος
Issue date 2020-08-05
Collection   Faculty/Department--School of Medicine--Department of Medicine--Doctoral theses
  Type of Work--Doctoral theses
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