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Through a psychoanalytic lens
Published in Jed A. Yalof, Anthony D. Bram, Psychoanalytic Assessment Applications for Different Settings, 2020
Nor did Ms. T’s math skills, which yielded standard scores for conceptual and calculation abilities in the mid-90s and fluency in mid-80s, suggest a specific learning disability. Instead, results indicated the characteristically disproportionate impact of ADHD on this subject area: Math scores were one or more standard deviations below Ms. T’s Full Scale IQ of 109, and these scores were weak relative to reading and written language scores. Her errors centered on the weak retrieval of multiplication facts and a tendency to missequence steps in the problem-solving process—both of which were exacerbated by her anxiety; yet, she demonstrated a solid number sense and accurate math reasoning. For Ms. T, math deficits reflected neurocognitive weaknesses in rote memory and sequential processing that were intensified by her retreat from active, effortful thinking, including her choice in high school to decline enrollment in higher-level math courses. In the context of once again considering the impact of a global, impressionistic cognitive style on learning and daily functioning, it is fitting to turn to findings from personality measures.
Cognitive development in the classroom
Published in David Cohen, How the child's mind develops, 2017
People with ‘number sense’ use numbers flexibly, Boaler argues. For example, when asked to solve 7 × 8, someone with number sense may have memorised 56, but could also use a strategy such as working out 10 × 7 and subtracting two 7s (70 – 14). Low achievers ‘have been set on the wrong path, often from an early age, of trying to memorise methods instead of interacting with numbers flexibly’, Boaler writes, and, following Schwartz, adds that number sense is the foundation for all higher-level mathematics (Boaler 2013).
Multidimensional Test Linking
Published in Steven P. Reise, Dennis A. Revicki, Handbook of Item Response Theory Modeling, 2014
Each item on each of the grades 5 and 6 math assessments is associated with one of six content standards (based on the test blueprint): 1) Number Sense, 2) Algebra, Patterns, and Functions, 3) Statistics and Probability, 4) Geometry, 5) Measurement, and 6) Computational Techniques. In released reports, standards one and six and standards four and five are collapsed to produce four subscores: Std 1/6, Std 2, Std3, and Std 4/5. These standards are referred to here as “NUCO,” “ALPF,” “STPB”, and “GEME” respectively (see Table 19.1).
Factor structure of early numeracy: evaluation of a measurement model in greek-speaking children with intellectual disabilities
Published in International Journal of Developmental Disabilities, 2023
Garyfalia Charitaki, Spyridon–Georgios Soulis, Anastasia Alevriadou
Despite the aforementioned differences, it is important to consider that all previous studies suggested models including the distinct factor of Relations (Aunio et al.2006, Aunio et al.2009, Purpura and Lonigan 2013, Milburn et al.2019, Hellstrand et al.2020). Moreover, the study of Braeuning et al. (2020) indicated that the factor of number sense overlaps with the factor of numbering described in our study as well as in Purpura and Lonigan (2013) and Milburn et al. (2019). Our results showed that CS and O domains do not constitute different factors of the model of EN in young children with IDs. Consistency with previous research findings indicates that there is an innate interrelation of the EN domains in typically developing children, which seems to be the same for young children with IDs. A potential interpretation may lay at the cumulative character of mathematical skills (Aunola et al.2004, Purpura and Lonigan 2013, Salascheket al.2014). Naive addition strategies include counting strategies (Baroody 1987). The “counting all” and “counting from a number and forward” strategies are basically applied for solving addition problems.
The Moral Relevance of Humanization
Published in The American Journal of Bioethics, 2021
The first risk is that framing our concerns about human-animal mixing in terms of “humanization” might lead us to place too much weight on certain characteristics that happen to be distinctly human (but have no other claim to moral importance). Indeed, some of the ethics literature on chimeric and transgenic animals has sought to identify “uniquely human capacities” which, presumably, we should not allow to emerge in part-human beings (e.g., Academy of Medical Sciences 2011). Some of the candidate capacities are uncompelling. Consider human-like numerosity or “number-sense”—the ability to instinctively grasp which group of items is most numerous without counting the items first.2 Human numerosity is undoubtedly useful when, say, we use it to join the queue with the fewest people without needing to count everybody first. But our moral status is not grounded in our numerosity, and it would be a mistake to oppose research where animals might develop this trait merely because it is distinctly human.
Facilitating the Postsecondary Transitions of Youth with Moderate Intellectual Disability: A Set of Guidelines for Occupational Therapy Practice
Published in Occupational Therapy in Mental Health, 2020
Katherine V. O’Neill, Sharon A. Gutman
During administration of the TOGSS, the occupational therapist observed that John’s difficulties with price comparison tasks resulted from poor number sense, and his performance declined when prices included decimals. The occupational therapist then introduced an app-based number line that allowed him to input two prices, which were subsequently represented on a number line with concrete visual cues to facilitate identification of the lower price. John first practiced using the app in the therapy room with grocery store circulars to ensure familiarity with the app features. After he demonstrated mastery of the app, the occupational therapist accompanied John to a local grocery store to practice using the app within the natural context.