Sökning: "Matematiska inlärningssvårigheter"

Hittade 2 avhandlingar innehållade orden Matematiska inlärningssvårigheter.

  1. 1. Mathematical Learning Disability Cognitive Conditions, Development and Predictions

    Detta är en avhandling från Linköping : Linköping University Electronic Press

    Författare :Rickard Östergren; Linköpings universitet.; Linköpings universitet.; [2013]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Mathematical learning disability; dyscalculia; mathematical cognition; number sense; Matematiska inlärningssvårigheter; dyskalkyli; matematisk kognition; antalsuppfattning;

    Sammanfattning : The purpose of the present thesis was to test and contrast hypotheses about the cognitive conditions that support the development of mathematical learning disability (MLD). Following hypotheses were tested in the thesis: a) domain general deficit, the deficit is primarily located in the domain general systems such as the working memory, b) number sense deficit, the deficit is located in the innate approximate number system (ANS), c) numerosity coding deficit, the deficit is located to a exact number representation system, d) access deficit, the deficit is in the mapping between symbols and the innate number representational system (e. LÄS MER

  2. 2. Magnitude Processing in Developmental Dyscalculia A Heterogeneous Learning Disability with Different Cognitive Profiles

    Detta är en avhandling från Linköping : Linköping University Electronic Press

    Författare :Kenny Skagerlund; Linköpings universitet.; Linköpings universitet.; [2016]
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; MEDICIN OCH HÄLSOVETENSKAP; MEDICAL AND HEALTH SCIENCES; Developmental Dyscalculia; mathematical learning disabilities; number sense; Dyskalkyli; matematiksvårigheter; antalsuppfattning;

    Sammanfattning : Developmental dyscalculia (DD) is a learning disability that is characterized by severe difficulties with acquiring age-appropriate mathematical skills that cannot be attributed to insufficient education, language skills, or motivation. The prevalence rate is estimated at 3-6%, meaning that a substantial portion of the population struggles to learn mathematics to such a large degree that it affects overall well-being and academic prospects. LÄS MER