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Accuracy and speed in numerosity at individuals with dyscalculia
Pražáková, Kateřina ; Špačková, Klára (advisor) ; Kucharská, Anna (referee)
The thesis deals with the topic of dyscalculia, which is officially recognized as a learning disability. The theoretical part of the thesis is focused on the current status of knowledge about development of mathematical skills and their disorders in the context of dyscalculia. The empiric part of this thesis describes a research which compares the performances of individuals with dyscalculia and control participants on a range number and numerosity processing tasks. The main goal was to describe the image of possible causes of difficulties. Deficits in the processing of symbolic and nonsymbolic numerosities were observed in group of dyscalculic participants. We conclude that dyscalculia is related to specific disabilities in basic numerical and numerosity processing which affects ability to acquire arithmetical skills. KEYWORDS Klíčová slova (anglicky): Dyscalculia, numerosity, arithmetic skills, mathematical skills, specific learning difficulties
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Number sense among children in first grade of elementary school
Veselá, Martina ; Strnadová, Iva (advisor) ; Mlčková, Marie (referee)
The whole thesis has been the view on the level of the understanding to the number among children at first grade of the elementary school. The beginning part focuses on the general summary of the points related to the main subject. This means the developing of cognitive functions at the time when children start attending school, summary of the technical terms connected with mathematical abilities and describing the development of the mathematical abilities at the first grade. The research applies to the topics in the field of mathematical abilities, which are relatively new in the Czech Republic. I tried to describe the number sense among children at the first grade, their strategies during solving the tasks and also to describe the measure of their math anxiety. Another outcome is finding out the dependence of results of the powers of intellect test, number knowledge test and the math anxiety measure. My research was realized under the patronage of the research realized at the Australian University, Sydney. The conclusion of the thesis focuses on the suggestions how to support the children's mathematical abilities development before they start attending school. The translation of two research methods is also the partial result. Key words: number sense, math anxiety, mathematical abilities
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Analysis of Solving Math Problems in Students with Autism Spectrum Disorder (and its relation to cognitive processing of students)
Sotáková, Hana ; Rendl, Miroslav (advisor) ; Pavelková, Isabella (referee) ; Bazalová, Barbora (referee)
The dissertation thesis addresses the topic of mathematical tasks processing in students with autism spectrum disorder (ASD) and problematic points of their solution. The aim of this work is to delineate methods that ASD students use to approach these tasks and solve them. We focus primarily on whether it is possible to identify different procedures than those used by typically developing students, and whether these procedures show specifics corresponding to distinct cognitive processes. In the theoretical part we provide a theoretical background for the study. Firstly, we create a frame to understand the complexity of autism, furthermore we deal with psychological theories examining the topic, and describe specifics of development of ASD students during their adolescence. Thereafter, we reflect on studies addressing mathematical skills of ASD students. Mathematics is considered as their great strength, however is not sufficiently scrutinized, as highlighted by various international studies (for example Oswald et al., 2016). The empiric part is based on qualitative methodology and pursues comparisons of mathematical tasks processing between six ASD students and typically developing peers. We strive to document differences and common points in solutions as well as to analyze cognitive processes of...
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Numerosity in college students
KRATOCHVÍLOVÁ, Dominika
This bachelor thesis focuses on problems of numerosity among university students studying humanities. The aim is to compare mathematical abilities and rough mathematical estimation of people studying humanities. The theoretical part deals with mathematical abilities and their disruption, numerosity and especially the definition of the aproximal numerical system. Electroencephalography or EEG, which is the method by which the data for this research was obtained, is described. The practical part is divided into two parts, when the probands are tested first. It works with a standardized test, which further allows to divide probands into mathematically gifted and non-gifted. The main part of the research is the analysis of acquired data using electroencephalograph (EEG), which enables comparison between the above mentioned target groups. The aim of this thesis is to extend information about numerosity. The research included a total of 8 probands, who were at the age from 19 to 25. The results of this research showed that, in contrast to previous research, when there was significant activity in the parietal part on the left side, significant activity could be seen in the parietal-occipital and occipital regions on both sides (not just the left side). In addition, a correlation was demonstrated in probands who achieved above-average results in the Intelligence Test (IST Structure Test) and the rough mathematical estimate was processed faster. Probands who achieved below-average results in the Intelligence Test had slower processing of rough mathematical estimation. However, it turned out that although probands with above-average mathematical intelligence processed the result sooner, their reaction time was longer.
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Accuracy and speed in numerosity at individuals with dyscalculia
Pražáková, Kateřina ; Špačková, Klára (advisor) ; Kucharská, Anna (referee)
The thesis deals with the topic of dyscalculia, which is officially recognized as a learning disability. The theoretical part of the thesis is focused on the current status of knowledge about development of mathematical skills and their disorders in the context of dyscalculia. The empiric part of this thesis describes a research which compares the performances of individuals with dyscalculia and control participants on a range number and numerosity processing tasks. The main goal was to describe the image of possible causes of difficulties. Deficits in the processing of symbolic and nonsymbolic numerosities were observed in group of dyscalculic participants. We conclude that dyscalculia is related to specific disabilities in basic numerical and numerosity processing which affects ability to acquire arithmetical skills. KEYWORDS Klíčová slova (anglicky): Dyscalculia, numerosity, arithmetic skills, mathematical skills, specific learning difficulties
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Number sense among children in first grade of elementary school
Veselá, Martina ; Strnadová, Iva (advisor) ; Mlčková, Marie (referee)
The whole thesis has been the view on the level of the understanding to the number among children at first grade of the elementary school. The beginning part focuses on the general summary of the points related to the main subject. This means the developing of cognitive functions at the time when children start attending school, summary of the technical terms connected with mathematical abilities and describing the development of the mathematical abilities at the first grade. The research applies to the topics in the field of mathematical abilities, which are relatively new in the Czech Republic. I tried to describe the number sense among children at the first grade, their strategies during solving the tasks and also to describe the measure of their math anxiety. Another outcome is finding out the dependence of results of the powers of intellect test, number knowledge test and the math anxiety measure. My research was realized under the patronage of the research realized at the Australian University, Sydney. The conclusion of the thesis focuses on the suggestions how to support the children's mathematical abilities development before they start attending school. The translation of two research methods is also the partial result. Key words: number sense, math anxiety, mathematical abilities
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