Αξιολόγηση της μαθηματικής επάρκειας των μαθητών με δυσλεξία σε σχέση με τυπικά αναπτυσσόμενους μαθητές

Abstract

Introduction: Although the most serious difficulties of students with dyslexia are found in the written language, several times other learning areas can be affected. One of these is mathematics because according to previous studies, students with dyslexia may have difficulties in retrieving real numbers, resolving horizontal operations, calculating multi digit numbers, and/or solving mathematical problems.

Purpose: The aim of the present study was to evaluate the mathematical competence of students with dyslexia in relation to typically developing students.

Methodology: The study involved 60 students aged 10-13 years old.30 participants had a diagnosis for dyslexia from Public Diagnostic Centers (Centers for Educational and Counseling Support, KESY) and did not show any coexisting disorder. These participants were pair-matched for gender, age and grade with 30 typical developing students, who formed the control group. All participants were individually assessed with the Psychometric Mathematical Competence Criterion for children and adolescents, which consisted of three types of tests (mathematical vocabulary, arithmetic operations-calculations and mathematical word problem solving), which are thought to compose all aspects of mathematical competence.

Results: The results showed statistically significant differences between the performance of students with dyslexia and the typical developing
group during mathematical vocabulary knowledge, arithmetic operations-calculations, mathematical word problem solving, and the overall quotient of mathematical competence.

Discussion: Our results confirm the research hypotheses and are consistent with previous findings, which indicate that students with dyslexia have
weaknesses in mathematics. These results are discussed in relation to the educational support to be given to students with dyslexia to be able to cope with any difficulties they encounter in mathematics.