Transcoding abilities in typical and atypical mathematics achievers: The role of working memory and procedural and lexical competencies |
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| Authors: | Ricardo Moura Guilherme Wood Pedro Pinheiro-Chagas Jan Lonnemann Helga Krinzinger Klaus Willmes Vitor Geraldi Haase |
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| Institution: | 1. Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil;2. Programa de Pós-graduação em Neurociências, Universidade Federal de Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil;3. Department of Neuropsychology, Institute of Psychology, Karl Franzens University of Graz, A-8010 Graz, Austria;4. Section Neuropsychology, Department of Neurology, RWTH Aachen University, D-52074 Aachen, Germany;5. Institute for Psychology, Goethe University Frankfurt am Main, D-60528 Frankfurt am Main, Germany;6. Center for Individual Development and Adaptive Education of Children at Risk (IDeA), D-60486 Frankfurt am Main, Germany;g Section Child Neuropsychology, Department of Child and Adolescent Psychiatry, RWTH Aachen University, D-52074 Aachen, Germany;h Programa de Pós-graduação em Saúde da Criança e do Adolescente, Universidade Federal de Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil |
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| Abstract: | Transcoding between numerical systems is one of the most basic abilities acquired by children during their early school years. One important topic that requires further exploration is how mathematics proficiency can affect number transcoding. The aim of the current study was to investigate transcoding abilities (i.e., reading Arabic numerals and writing dictation) in Brazilian children with and without mathematics difficulties, focusing on different school grades. We observed that children with learning difficulties in mathematics demonstrated lower achievement in number transcoding in both early and middle elementary school. In early elementary school, difficulties were observed in both the basic numerical lexicon and the management of numerical syntax. In middle elementary school, difficulties appeared mainly in the transcoding of more complex numbers. An error analysis revealed that the children with mathematics difficulties struggled mainly with the acquisition of transcoding rules. Although we confirmed the previous evidence on the impact of working memory capacity on number transcoding, we found that it did not fully account for the observed group differences. The results are discussed in the context of a maturational lag in number transcoding ability in children with mathematics difficulties. |
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| Keywords: | Number transcoding Mathematics achievement Mathematics difficulties Working memory Numerical lexicon Arabic Syntax |
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