¿Qué habilidades cognitivas y numéricas definen mejor las dificultades de aprendizaje en matematicas?

  1. Cristina Rodríguez Rodríguez
  2. Juan Eugenio Jiménez González
Journal:
Studies in Psychology = Estudios de Psicología

ISSN: 0210-9395

Year of publication: 2016

Volume: 37

Issue: 1

Pages: 124-134

Type: Article

DOI: 10.1080/02109395.2015.1129825 DIALNET GOOGLE SCHOLAR

More publications in: Studies in Psychology = Estudios de Psicología

Metrics

Cited by

  • Scopus Cited by: 2 (12-01-2023)
  • Dialnet Metrics Cited by: 1 (26-01-2023)
  • Web of Science Cited by: 0 (27-12-2022)

JCR (Journal Impact Factor)

  • Year 2016
  • Journal Impact Factor: 0.281
  • Journal Impact Factor without self cites: 0.25
  • Article influence score: 0.088
  • Best Quartile: Q4
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q4 Rank in area: 125/129 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2016
  • SJR Journal Impact: 0.198
  • Best Quartile: Q4
  • Area: Psychology (miscellaneous) Quartile: Q4 Rank in area: 179/253

Índice Dialnet de Revistas

  • Year 2016
  • Journal Impact: 0.380
  • Field: PSICOLOGÍA Quartile: C2 Rank in field: 37/118

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2016
  • CiteScore of the Journal : 0.7
  • Area: Psychology (all) Percentile: 28

Abstract

Differentiating students with mathematical learning disabilities (MLD) from those with low achievement (LA) is still an unresolved issue. This study explored whether the specific combination of certain cognitive and numerical skills can classify students with MLD, with LA, and without MLD. In order to do this, an analysis was carried out of the performance of 756 Spanish students in grades two to six, on different numerical and cognitive tasks. Two factors were extracted using a principal component analysis of the tasks: a semantic-cognitive factor and a verbal-automation factor. The results obtained from comparing the groups showed that students with MLD and LA demonstrated significant differences in the semantic-cognitive factor, and that these differences were consistent across grade levels. In contrast, there were no differences between groups in the automatic-verbal factor. These results confirm that the groups are not only quantitatively different but also qualitatively different