Efficient and Preventive Measurement of Mathematics Learning Problems

Identification of a Social Problem

In the field of mathematical pedagogical diagnostics, both domestically and internationally, there is a lack of a validated assessment procedure that provides a comprehensive picture of a child's mathematical and cognitive abilities. However, establishing an individual performance profile is essential for distinguishing between developmental dyscalculia (a severe learning disorder) and learning difficulties, as well as for determining personalized therapeutic goals, tasks, and methods. The earlier the problem is professionally identified (early childhood), the sooner intervention can take place, leading to more effective integration of future workers into the labor market and their societal contribution.

Results of Development/Research

The developed test, validated through assessments conducted in grades 5-6 of primary schools, uses error analysis methods and objective criteria to identify typical errors indicative of dyscalculia. It also provides additional insights into the functioning of other cognitive abilities. Its advantage lies in distinguishing, in a measurable way, underperformance or delays in mathematics caused by inadequate education, environmental disadvantages, anxiety effects, as well as differentiating between the severity of mathematical learning difficulties and developmental dyscalculia.

Introduction of the Developed Tool/Method

The concept of the Dyscalculia Pedagogical Assessment (DPA) test battery, created by the research team, is based on the understanding that numerical systems involved in calculation and other non-mathematics-specific systems (subskills) can dysfunctions in various ways and levels. The test tasks are designed to correspond to specific developmental phases related to certain age groups. Sample DPA forms are publicly available on the ELTE website (see:  5.II. DPV Vizsgáló űrlap.pdf (elte.hu), 6.II. DPV Vizsgáló űrlap.pdf (elte.hu). The cutoff scores used in the evaluation are determined based on preliminary psychometric calculations and decades of clinical (diagnostic and therapeutic) practice. The identification of crucial points for problem identification and their further differentiation is also based on these criteria. The assessment and complete psychometric processing are carried out continuously based on the incoming statistical data.

As part of the research project, the Dyscalculia Pedagogical Assessment (DPA) test series was administered in grades 5-6 of primary schools. The experienced cutoff scores were confirmed during the test administration, indicating that the test adequately measures the construct in question. The assessment procedure measurably distinguishes underperformance or delays in mathematics caused by inadequate education, environmental disadvantages, anxiety effects, as well as differentiating the severity of mathematical learning difficulties and developmental dyscalculia or learning disorders. Additionally, the presence of certain less weighted characteristic features observed during the assessment can be interpreted as an indicative symptom towards any other (potentially later manifested) learning problem. It is important to note that any observed delays or deficiencies in weighted or less weighted areas of functioning indicate the necessity for personalized educational support, such as individualized remedial teaching led by subject teachers or developmental sessions led by educational (therapy) specialists, as part of competence development.

Contact

Bernadett Svraka (Eötvös Loránd University, Faculty of Primary and Pre-School Education)
E-mail
More about the 2022–2023 phase of the research