SHORT REPORT
The DeDiMa battery: a tool for identifying students’ mathematical learning profiles
Submission date: 2014-08-15
Final revision date: 2014-09-19
Acceptance date: 2014-09-19
Online publication date: 2014-10-28
Publication date: 2014-10-28
Health Psychology Report 2014;2(4):291-297
KEYWORDS
TOPICS
ABSTRACT
Background
The DeDiMa battery is designed for assessing students’ mathematical learning profiles, and it has been used to validate a 4-dimensional model for classifying mathematical learning difficulties. The model arises from existing hypotheses in the cognitive psychology and neuroscience literature, while the DeDiMa battery provides a reliable set of mathematical tasks that help to match characteristics of students’ mathematical performances to their more basic learning difficulties.
Participants and procedure
In this report we address the question of how these tools can help sketch out a student’s mathematical learning profile. The participants are 5th and 6th grade students.
Results
We compare the emerging profiles of two students with mathematical learning difficulties (MLD) matched for age, performance on a standardized test, non-verbal IQ, and educational experiences. The profiles are very different.
Conclusions
We believe that this approach can inform the design of individualized remedial interventions for MLD students.
The DeDiMa battery is designed for assessing students’ mathematical learning profiles, and it has been used to validate a 4-dimensional model for classifying mathematical learning difficulties. The model arises from existing hypotheses in the cognitive psychology and neuroscience literature, while the DeDiMa battery provides a reliable set of mathematical tasks that help to match characteristics of students’ mathematical performances to their more basic learning difficulties.
Participants and procedure
In this report we address the question of how these tools can help sketch out a student’s mathematical learning profile. The participants are 5th and 6th grade students.
Results
We compare the emerging profiles of two students with mathematical learning difficulties (MLD) matched for age, performance on a standardized test, non-verbal IQ, and educational experiences. The profiles are very different.
Conclusions
We believe that this approach can inform the design of individualized remedial interventions for MLD students.
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Copyright: © Institute of Psychology, University of Gdansk This is an Open Access journal, all articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) License (https://creativecommons.org/licenses/by-nc-sa/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material, provided the original work is properly cited and states its license.
| eISSN: | 2353-5571 |
| ISSN: | 2353-4184 |
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