Μαθηματικός Αλφαβητισμός και Δ.Ε.Π.Υ.: ερευνητικά δεδομένα

Abstract

Mathematical Literacy is necessary to solve problems of daily and school life. Difficulties in conquest are the Mathematical Learning Difficulties that often coexist with DEPY. A survey carried out in urban elementary schools in Attica recorded a mathematical literacy of 151 8.55-year-old students and highlighted data on the methodological approach to solving mathematical tests. The findings of the study showed that the abilities of 'Complexity Management in Mathematics' and 'Perceptual Crisis' are negatively related, to a significant extent, to mathematical performance. Consequently, the weaknesses in these abilities adversely affect the achievement of Mathematical Literacy. Difficulties in 'Managing Complexity in Mathematics' are attributed to deficits in Staff Functions and Work Memory. Such difficulties are also encountered by students with DEPY. And are depicted as difficulties in determining the sequence, organization, revocation and rotation of strategies included in mathematical tests. In addition, weaknesses in the "perceptual crisis" are related to deficiencies in visual-spatial planning and the executive center. These weaknesses also characterize students with DEPY. Which, due to the difficulties of attention, have a deficient processing and representation of the optical properties of the symbols. In conclusion, the acquisition of mathematical literacy by pupils is affected by certain cognitive deficits that are also encountered in DEPY.