Basic numerical capacities and prevalence of developmental dyscalculia: The Havana Survey.

Reigosa-Crespo, Vivian; Valdés-Sosa, Mitchell; Butterworth, Brian; Estévez, Nancy; Rodrı́guez, Marisol; Santos, Elsa; Torres, Paul; Suárez, Ramón Eugenio Paniagua; Lage, Agustín

doi:10.1037/a0025356

Cited by 142 publications

(127 citation statements)

References 53 publications

(66 reference statements)

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“…However, the author points out the fact that the study had been conducted with children who attended the public educational system. Another factor is related to diagnostic criteria for DD, which should be bet- 13 found 3.4% in Cuba. These studies draw attention to the fact that mathematics difficulty and the DD should be distinguished.…”

Section: Discussionmentioning

confidence: 99%

The prevalence of developmental dyscalculia in Brazilian public school system

Bastos¹,

Cecato²,

Martins³

et al. 2016

Arq. Neuro-Psiquiatr.

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The goal of the study was to assess public school children at the end of the first stage of elementary school. We used a protocol applied concurrently with a writing test in the form of an unexpected activity in 28 public schools; 2,893 children assessed, 687 exhibited performance below 58 points, 184 were excluded due to change of address or lack of consent; 503 children subjected to a test of intellectual capacity and reading assessment and 71 considered intellectually disabled were excluded. 226 (7.8%) children, who could read, write, and had normal intellectual level, met the criteria of developmental dyscalculia (DD), 98 female and 128 male. The most influential factors in the prevalence were socioeconomic levels of the schools neighborhood, education level of parents, and being male, as demonstrated by the odds ratio and multiple logistic regression analysis. Further studies should be done so that educational policies are taken.

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Section: Discussionmentioning

confidence: 99%

The prevalence of developmental dyscalculia in Brazilian public school system

Bastos¹,

Cecato²,

Martins³

et al. 2016

Arq. Neuro-Psiquiatr.

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show abstract

“…The prevalence rate of MD is between 3-6% among children (Reigosa-Crespo et al, 2012;R. Shalev, Manor, Amir, & Gross-Tsur, 1993;von Aster, Schweiter, & Weinhold Zulauf, 2007;von Aster & Shalev, 2007) while there is less evidence in regard to prevalence rates among adults.…”

Section: Journal Of Numerical Cognitionmentioning

confidence: 99%

Multiple skills underlie arithmetic performance: A large-scale structural equation modeling analysis

Ashkenazi

Silverman

2017

J. Numer. Cogn.

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Current theoretical approaches point to the importance of several cognitive skills not specific to mathematics for the etiology of mathematics disorders (MD). In the current study, we examined the role of many of these skills, specifically: rapid automatized naming, attention, reading, and visual perception, on mathematics performance among a large group of college students (N = 1,322) with a wide range of arithmetic proficiency. Using factor analysis, we discovered that our data clustered to four latent variables 1) mathematics, 2) perception speed, 3) attention and 4) reading. In subsequent structural equation modeling, we found that the latent variable perception speed had a strong and meaningful effect on mathematics performance. Moreover, sustained attention, independent from the effect of the latent variable perception speed, had a meaningful, direct effect on arithmetic fact retrieval and procedural knowledge. The latent variable reading had a modest effect on mathematics performance. Specifically, reading comprehension, independent from the effect of the latent variable reading, had a meaningful direct effect on mathematics, and particularly on number line knowledge. Attention, tested by the attention network test, had no effect on mathematics, reading or perception speed. These results indicate that multiple factors can affect mathematics performance supporting a heterogeneous approach to mathematics. These results have meaningful implications for the diagnosis and intervention of pure and comorbid learning disorders.Keywords: perception speed, mathematics performance, pure and comorbid mathematics disability Nobes, and Gabriel (2013) proposed that abnormalities in executive functions, specifically inhibition and visuospatial working memory, are the source of MD, rather than mathematics-specific quantitative understanding. Moreover, there is evidence that these cognitive skills affect individual differences in arithmetic abilities across the spectrum of mathematics proficiency. Szűcs, Devine, Soltesz, Nobes, and Gabriel (2014) demonstrated that individual differences in arithmetic abilities was predicted by phonological processing, verbal knowledge, visuospatial short-term and working memory, spatial ability and executive functioning. Journal of Numerical Cognitionjnc.psychopen.eu | 2363-8761The prevalence rate of MD is between 3-6% among children (Reigosa-Crespo et al., 2012;R. Shalev, Manor, Amir, & Gross-Tsur, 1993;von Aster, Schweiter, & Weinhold Zulauf, 2007;von Aster & Shalev, 2007) while there is less evidence in regard to prevalence rates among adults. However, the prevalence of the comorbidity of MD with other disorders that affect learning (such as reading and attention deficits) vary dramatically between studies, and range between 17-66% (Barbaresi, Katusic, Colligan, Weaver, & Jacobsen, 2005;Dirks, Spyer, van Lieshout, & de Sonneville, 2008;Gross-Tsur, Manor, & Shalev, 1996;Landerl & Moll, 2010;Lewis, Hitch, & Walker, 1994;R. Shalev et al., 1993;. Even the lowest reported comorbidit...

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“…One open question concerns the impact of basic number processing deficits on math achievement. Reigosa-Crespo et al (2011) suggested that basic number deficits in multifactorial MLD may be somewhat compensated. Unknown is whether the same occurs in Del22q11.2.…”

Section: Discussionmentioning

confidence: 99%

“…General cognitive factors such as deficits in visuospatial and phonological processing and working memory impairments, have been shown to influence mathematical performance (Geary, 2011;Wilson & Dehaene, 2007). Evidence is accumulating that a significant proportion (approximately 3%) of school-age children may present a relatively pure form of MLD that is associated with basic deficits in number processing (Reigosa-Crespo et al, 2011) such as number sense or acuity of the approximate number system (ANS).…”

Section: Introductionmentioning

confidence: 99%

Impaired acuity of the approximate number system in 22q11.2 microdeletion syndrome.

Oliveira¹,

Santos²,

Vianna³

et al. 2014

Psychology & Neuroscience

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A magnitude comparison deficit has been frequently observed in velocardiofacial syndrome (Del22q11.2). We hypothesized that this deficit extends to impairments in the acuity of the approximate number system (ANS). Three groups of children aged 8-14 years were investigated: Del22q11.2 children (n = 12), low cognitive ability children (LCA; n = 12), and matched typically developing children (TD; n = 28). All children were assessed with a simple reaction time task and symbolic and nonsymbolic number comparison tasks. To estimate the acuity of the ANS, the Weber fraction (w) was calculated from the nonsymbolic comparison task. The Del22q11.2 group exhibited a significantly higher w compared with the other groups. Importantly, no significant differences were found in w between the TD and LCA groups. The performance pattern of the Del22q11.2 group was similar to the TD group in the symbolic comparison task, and both of these groups had better performance than the LCA group. The impairment of ANS acuity observed in individuals with Del22q11.2 cannot be explained by deficits in general processing speed because no significant group differences were found in the simple reaction time task. These results suggest that lower acuity of the ANS should be added to the behavioral phenotype of Del22q11.2. The absence of impaired ANS acuity in the LCA group is consistent with the hypothesis that number sense is a relatively specific and autonomous domain. Investigations of low ANS acuity in mathematics learning difficulties and Del22q11.2 should be intensified.

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Basic numerical capacities and prevalence of developmental dyscalculia: The Havana Survey.

Cited by 142 publications

References 53 publications

The prevalence of developmental dyscalculia in Brazilian public school system

The prevalence of developmental dyscalculia in Brazilian public school system

Multiple skills underlie arithmetic performance: A large-scale structural equation modeling analysis

Impaired acuity of the approximate number system in 22q11.2 microdeletion syndrome.

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