Behind mathematical learning disabilities: What about visual perception and motor skills?

Pieters, Stefanie; Desoete, Annemie; Roeyers, Herbert; Vanderswalmen, Ruth; Waelvelde, Hilde Van

doi:10.1016/j.lindif.2012.03.014

Cited by 68 publications

(41 citation statements)

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“…make the lines of a drawing) and the integration of both. Such changes may compromise the learning of academic skills such as writing and mathematics, which is detrimental in the school progress, and as a result there is the appearance of emotion, behavior and learning (Germano et al, 2013;Pieters et al, 2012).…”

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confidence: 99%

Relation between Visual Motor Integration and Handwriting in Students of Elementary School

Capellini¹,

Giaconi²,

Germano³

2017

PSYCH

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Aim: To characterize, compare the related visual motor integration and handwriting performance of Brazilian students of elementary schools. A total of 50 students from the 1st to 5th grade level of elementary school participated in this study. The students were divided into: Group I (GI): 10 students enrolled in the 1st grade; Group II (GII): 10 students enrolled in the 2nd grade; Group III (GIII): 10 students enrolled in the 3th grade; Group IV (GIV): 10 students enrolled in the 4th grade and Group V (GV): 10 students enrolled in the 5th grade. After the sign of consent form by parents, the students were submitted to the application of visual motor integration test and handwriting assessment. Results: The results showed that there was performance alteration of the GI, GII, GIII, GIV and GV students in visual motor integration, visual perception and motor coordination; showed the presence of dysgraphia in all groups; and found that the students of GI and GV were the students with the greatest impairment in visual motor integration and in the quality of handwriting. Conclusion: These findings prove a direct relation between the visual motor integration and handwriting performance of the students of this study.

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confidence: 99%

Relation between Visual Motor Integration and Handwriting in Students of Elementary School

Capellini¹,

Giaconi²,

Germano³

2017

PSYCH

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“…Moreover, the influence of early VMI for later academic achievement has been empirically supported (Becker, Miao, Duncan, & McClelland, 2014;Cameron et al, 2012Cameron et al, , 2015Carlson, Rowe, & Curby, 2013;Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010). Studies considering VMI and non-motor spatial skills concurrently report that both constructs are associated with and/or are predictive of better performance in mathematics (Carlson et al, 2013;Pieters et al, 2012;Pitchford et al, 2016;Sortor & Kulp, 2003).…”

Section: Link Between Spatial Skills and Early Mathematicsmentioning

confidence: 94%

“…Classically, tasks of spatial perception, mental rotation and spatial visualization, require the treatment of visual information, while tasks of VMI involve the coordination between the treatment of visual input and motor output (Cameron et al, 2015). Empirical research on the relation between mathematics and spatial skills suggests considering VMI when studying this relationship in young children (Carlson, Rowe, & Curby, 2013;Pieters, Desoete, Roeyers, Vanderswalmen, & Van Waelvelde, 2012;Pitchford, Papini, Outhwaite, & Gulliford, 2016;Sortor & Kulp, 2003). In the following, VMI will be considered as an aspect of spatial skills (in line with Frostig, Lefever, & Whittlesey, 1961 …”

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How do different aspects of spatial skills relate to early arithmetic and number line estimation?

et al. 2017

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The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct's non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children's performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children's spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.Keywords: spatial skills, early mathematics development, kindergarten, arithmetic, number line estimation Journal of Numerical Cognition, 2017, Vol. 3(2), 309-343, doi:10.5964/jnc.v3i2.36 Received: 2016-04-25. Accepted: 2017-02-14. Published (VoR): 2017 Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: University of Luxembourg -Campus Belval, Maison des Sciences Humaines, 11, Porte des Sciences, L-4366 Esch-Belval. Email: veronique.cornu@uni.lu This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.The acquisition of early numerical abilities in kindergarten is important for later mathematical learning, school achievement and more general life outcomes such as adult socioeconomic status (Ritchie & Bates, 2013).School entry mathematical skills are strongly predictive of later academic achievement, resulting in a need to gain a more profound understanding of the processes and cognitive abilities underlying early mathematical d...

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“…Furthermore, a relationship between mathematics and object-control skills was discovered: the larger children's learning lag, the poorer their motor skill scores (Westendorp, Hartman, Houwen, Smith & Visscher, 2011). Finally, children with mathematical learning disabilities performed significantly worse on visual perception, motor skills and visual-motor integration in comparison with age-matched controls (Pieters, Desoete, Roeyers, Vanderswalmen & Van Waelvelde, 2012).…”

Section: Embodied Cognitionmentioning

confidence: 96%

Action-based Digital Tools: Mathematics Learning in 6-year-old Children

Dejonckheere

Desoete

Fonck

et al. 2017

EJREP

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ResumenIntroducción. En el presente estudio, utilizamos una representación metafórica a fin de estimular las habilidades numéricas de niños de seis años de edad. Se espera que, cuando se utilizan las propiedades de la acción física para el pensamiento matemático o cuando el pensamiento matemático abstracto se basa en procesos sensoriomotores, la asimilación del aprendizaje debe ser más pronunciada en niños con capacidades motrices más fuertes que en los niños con capacidades motrices más débiles.Método. Treinta y cuatro niños de primer grado con una edad media de 6 años y 6 meses participaron en el experimento con diseño de prueba previo y posterior. Por lo tanto la precisión en la manipulación del ratón, las prestaciones motrices gruesas y finas y la estimación de recta numérica se administró antes y después de la intervención con una recta numérica digital.Resultados. A diferencia de lo que se esperaba, los niños cuyos resultados estaban por debajo de la media en una tarea de motricidad gruesa se beneficiaron significativamente más de la intervención en comparación con los niños con puntuaciones por encima de la media para este tipo de tareas de motricidad gruesa. Discusión y Conclusiones.Estos resultados no hacen sino resaltar la relación entre el desarrollo motriz y el aprendizaje de las matemáticas, pero también muestran que los niños con capacidades motoras inferiores posiblemente necesiten más un aspecto físico más fuerte mediante el cual las posibilidades de acción son claramente visibles, incluso con herramientas digitales. Introduction. In the present study we used a metaphorical representation in order to stimu-

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Behind mathematical learning disabilities: What about visual perception and motor skills?

Cited by 68 publications

References 38 publications

Relation between Visual Motor Integration and Handwriting in Students of Elementary School

Relation between Visual Motor Integration and Handwriting in Students of Elementary School

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

Action-based Digital Tools: Mathematics Learning in 6-year-old Children

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