Strategie szacowania miejsca liczb na osi u dzieci z dyskalkulią i typowo rozwijających się

CelCelem badań była ocena wpływu deficytów poznawczych obecnych w specyficznym zaburzeniu w uczeniu się matematyki, na operowanie mentalną osią liczbową przy użyciu jednocyfrowych liczb prezentowanych w formacie symbolicznym i niesymbolicznym. MetodaZbadano zdolność szacowania miejsca liczb na osi (ang. Number Line Estimation, NLE) u 20 dzieci z zaburzeniami w zakresie nauki matematyki (mathematical learning disabilities, MLD) i 27 ich typowo rozwijających się rówieśników (typically developing, TD). Wykorzystano w tym celu zadanie szacowania miejsca liczb na osi dla liczb z zakresu 1–9 przedstawianych w formacie symbolicznym i niesymbolicznym. WynikiW przypadku wszystkich dzieci większą wartość błędu szacowania uzyskano dla liczb ze środka osi liczbowej, aczkolwiek efekt był bardziej wyraźny w grupie z zaburzeniami. Co więcej, dzieci z obu grup w podobnym stopniu przeszacowywały, zaś różniły się pod względem niedoszacowywania miejsca liczb. Dzieci z grupy MLD ujawniły większe odchylenie w lewo niż dzieci z grupy TD w przypadku prawie wszystkich liczb, z wyjątkiem 7 i 8. Ocena wielkości błędu szacowania miejsca dla każdej liczby oddzielnie pozwoliła na opisanie profilu rozkładu wartości tego błędu, a co za tym idzie, prawdopodobnych strategii tego szacowania stosowanych przez dzieci z obu grup. WnioskiJak się wydaje, grupa MLD, przejawia tendencję do szacowania segmentów osi liczbowej, zaczynając od punktu odniesienia na lewym krańcu osi. Wyznaczanie kolejnego w jej centrum, nie ułatwia im poprawnego szacowania miejsca liczb 4 i 6. Ponadto u wszystkich dzieci odnotowano większy błąd szacowania w przypadku formatu niesymbolicznego (zbiory kropek), szczególnie dla wysokich wartości liczbowych, co można interpretować, zarówno jako przejaw błędów w szacowaniu miejsca liczb, jak i w przeliczaniu.

Editorial in English

The seventeenth issue of the Journal of Educational Sciences (JES) is published at a time we bid farewell to a tough year which has affected health, society, economy and the academic field. We welcome a new year, with encouraging signs of the start of the availability of a vaccine for the "Covid-19" virus, and of the positive echoes of the Gulf reconciliation. The Journal of Educational Sciences - as usual - continues to search for the best quality, accurate and diversified researches. This issue includes seven diverse educational researches, covering multiple fields, such as education principles, measurement and statistics, parenting, mental health, educational leadership, mathematics education, and science education. More specifically, this issue includes a paper entitled “The Role of Values Awareness in the Immunization against the Qatar Blockade Crisis”. The second research deals with “The Factor Structure of the Rosenberg Self-Esteem Scale among School Students and University Students in Oman”. The third research discusses "Parenting Styles - a comparative study between Omani and Saudi female students". The fourth research also investigates “Resilience and Quality of Work Life among Academic Faculties in Gulf Countries (Qatar, Saudi Arabia and Oman)”. The fifth paper studies "Strategic leadership as an approach to developing school principals' performance in the Sultanate of Oman”. The sixth paper deals with "Diagnostic accuracy of mathematics Concept and Application Curriculum based Measures in Screening Fourth Grade Students at Risk for Mathematical Learning Disabilities". The seventh and last research investigates “The Level of Experienced Omani Teachers’ Reflective Judgment of Scientific Knowledge and the Mechanisms of Justifying this Knowledge". I would like to thank everyone who contributed to producing this issue, including researchers, peer-reviewers, members of the editorial board and the journal’s secretariat, for all their efforts and dedication. We always look forward that the Journal of Educational Sciences remains - as it has always been - a distinguished educational journal, which can be trusted for its scope and quality.

The cerebellum-driven social basis of mathematics: implications for one-on-one tutoring of children with mathematics learning disabilities

The purpose of this article is to argue that the patterns of sequence control over kinematics (movements) and dynamics (forces) which evolved in phonological processing in inner speech during the evolution of the social-cognitive capacities behind stone-tool making that led to the emergence of Homo sapiens are homologous to the social cerebellum’s capacity to learn patterns of sequence within language that we refer to as mathematics. It is argued that this evolution (1) selected toward a social cognitive cerebellum which arose from the arduous, repetitive precision patterns of knapping (stone shaping) and (2) that over a period of a million-plus years was selected from mentalizing toward the kinematics and dynamics as observed and modeled in Theory of Mind (ToM) of more experienced stone knappers. It is concluded that components of this socially-induced autobiographical knowledge, namely, (1) segmenting events, (2) sequencing events, and (3) sequencing event clusters, all at various levels of abstraction, can inform optimum approaches to one-on-one tutoring of children with mathematical learning disabilities.

Inclusive Mathematics Education in Classroom Practice

The present study focused on inclusive mathematics education in classroom practice. Inclusive mathematics education creates new challenges for teachers, requiring additional knowledge and possibly changed classroom practices. One teaching job gaining importance is differentiating through task design, as teachers need to provide conceptually rich learning opportunities even to students with mathematical learning disabilities. This paper investigates the ways teachers engage with inclusive mathematics in their classrooms. The main purpose of this study was to explore inclusive mathematics education in classroom practice. The methodology of the study is qualitative. This study employed international and national journals, library consultation, expert opinion, online journals, periodicals, newspapers, and documents.

A Neurological View for Mathematical Learning Disabilities

The present article is a literature review of recent researches that have to do with children with mathematical learning disabilities especially dyscalculia and ageometria. Our focus is on researches regarding neurosciences, mainly on the brain structure and the areas where various mathematical processes are performed. In addition, we present researches that show the role of hippocampus during arithmetic problem solving.