Resolución de problemas verbales aritméticos en niños con dificultades de aprendizaje
- Jiménez Espinel, Juan E.
- García Espinel, Ana Isabel
ISSN: 0214-3550, 1579-3702
Year of publication: 2000
Volume: 12
Issue: 2
Pages: 153-170
Type: Article
More publications in: Cognitiva
Sustainable development goals
Abstract
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.