Resolución de problemas verbales aritméticos en niños con dificultades de aprendizaje

  1. Jiménez Espinel, Juan E.
  2. García Espinel, Ana Isabel

ISSN: 0214-3550 1579-3702

Year of publication: 2000

Volume: 12

Issue: 2

Pages: 153-170

Type: Article

DOI: 10.1174/021435500760373888 DIALNET GOOGLE SCHOLAR

More publications in: Cognitiva


This study was designed to test whether the criterion based on the IQ-achievement discrepancy is useful to explain the arithmetic word problem solving. A sample of dyscalculic, garden-variety (G-V) poor mathematics performance and normally achieving children were selected using the discrepancy method based on the standard scores comparison (i.e., the differences between IQ and achievement standard scores). All the groups were compared between themselves to analize whether there were differences in solving arithmetic word problems. There were no significant differences between dyscalculic and G-V poor mathematics performance in solving arithmetic word problems. That means that the criterion based on the IQ-achievement discrepancy does not seem to be a relevant criterion to differentiate between individuals with dyscalculia and children with G-V poor mathematics performance.