Session Information
ERG SES F 06, Mathematics Education
Parallel paper session
Contribution
We want to study in depth about the mathematics learning of student with Attention Deficit and/or Hyperactivity Disorder (ADHD) in the secondary school.
Despite the increasing number of students diagnosed with ADHD in schools, between a 3% and 5%, there are not many studies about the difficulties of these students in mathematics. In the last years there have been done depth studies about the deficit, and there are some researchers, Americans mainly, (Anderson, 1987; Aves 1988; Esser, 1990, Pelham et al, 1992; Shaffer et al, 1996c; Wolraich et al, 1996), who distinguished between different types of ADHD. This studies allow us to know which are the consequences of the deficit in the academic learning. The studies about mathematics learning (Geary, 1993; Ackerman, Anhaldt, Dykman, and Holcomb, 1986a, 1986b; Zentall, 1990; Casajús, 2005) show that the students with deficit have lower academic results than students without deficit and point out as one of main difficulties the mistakes of calculation in the solution of mathematics activities. Some studies about the solution of mathematics problems (Casajús, 2005) show the difficulties that these students have solving problems, that usually are not problems of how they set out them, but they are mistakes in the basic arithmetic operations, usually done because of their lapse of concentration.
Even though the increasing number of computers in schools, we do not have studies about how to take part in the learning of these students with the use of computer science, either with learning mathematics programs that are designed with this aim, like the program of the Ministry of Education (Descartes) or other institutions; or designing a new portal web with a specific help system to this kind of students. There has been already done the portal AUDIMAT (Giménez Muria and Rosich, 2005), http://www.xtec.es/~smuria/projecte/index.htm, to the teaching and learning of geometry in secondary school by deaf students integrated in the ordinary classroom.
We think that this kind of model which uses a personalized help system can be useful for the possible designed of a new portal that we want to developed and experiment with student with ADHD. What is more, the study expected to provide a methodology guide for teachers and families to improve the performance in mathematics. This project will be in Basque and Spanish, but the intention is to translate into English in the future, because of the trend towards the trilingualism in education and to do it more useful out of our country.
Method
Expected Outcomes
References
Anderson JC, Williams S, McGee R, Silva PA. (1987) “DSM-III disorders in preadolescent children”, Arch Gen Psychiatry, nº44 pp. 69-76. Esser G, Schmidt MH, Woerner W. (1990) “Epidemiology and course of psychiatric disorders in school-age children: results of a longitudinal study”, Journal Child Psychol Psychiatry nº 31, pp. 243-263. Pelham WE, Gnagy GM, Greenslade KE, et al. (1992) “Teacher ratings of DSM-III-R symptoms for the disruptive behaviour disorders” Journal Am Acad Chid Adolesc Psychiatry nº 31 pp. 210-218 Shaffer D, Fisher P, Dulcan MK, et al. (1996) “ The NIMH Diagnostic Interview Schedule for Children Version 2.3: description, acceptability, prevalence rates, and performance in the MECA study” Journal Am Acad Child Adolesc Psychiatry, nº 35pp. 865-877 Wolraich ML, Hannah JN, Pinnock TY, Baumgaertel A, Brown J. (1996) “Comparison of diagnostic criteria for attention-deficit hyperactivity disorder in a country-wide sample” Journal Am Acad Child Adolesc Psychiatry nº 35,pp. 319-324. Geary, G. (1993). “Mathematical disabilities: cognitive, neuropsychological, and genetic components.” Psychol Bull, nº14 pp.345-362. Ackerman, P.T., Anhaldt, J.M., Dykman, R.A. and Holcomb, P (1986 a) “Effortful processing deficits in children with learning and attention disorders”. Topic in Learning and learning Disabilities, nº 7, pp.12-22. Ackerman, P.T., Anhaldt, J.M., Holcomb, P., and Dykman, R.A. (1986 b) “Presumably innate and acquired automatic processes it children with attention and/or reading disorders. Journal of Child Psychology and Psychiatry, nº 27, pp. 513- 529. Zentall, S. S. (1990) “Fact-retrieval automatization and math problem solving by learning disabled, attention disordered, and normal adolescents” Journal of Educational Psychology, nº 82 pp. 856-865. Casajús, A. M. (2005) La resolución de problemas aritmético-verbales por alumnos con Déficit de Atención con Hiperactividad (TDAH).Tesis Doctoral, Universitat de Barcelona. Abreu, G. (1998). “Studying Social Representations of Mathematics Learning in Multiethnic Primary Schools: Work in Progress” Papers on Social Representations, nº 7(1-2), pp.1-20.
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