One of the big problems of the Swedish nine-year compulsory school is the large number of pupils who fail to achieve a satisfactory standard in mathematics. One explanation that has been increasingly considered over the last ten years is that the pupils have dyscalculia. Some research suggests that 6 per cent of compulsory school pupils suffer from this dysfunction, which would in that case make it one of the Swedish school’s greatest teaching problems. The purpose of this thesis is to examine this problem area from two aspects. First of all by examining the concept of dyscalculia by means of a review of the literature from 1992 onwards. The second perspective has as its starting point a case study where the purpose was to give a detailed picture of the pupil with mathematics problems. The latter part of the study was carried out over a six-year period when 200 pupils, 13 of them with particular mathematics problems, were studied in detail. A point of departure for the study was provided by a large database where as much information as possible was collected about pupils from Year 5 of the nine-year compulsory school to Year 2 of the three-year upper secondary school. The pupils were asked to fill in regular questionnaires and classroom observations were made of roughly 100 mathematics lessons, 40 of which were recorded on video. Finally there were in-depth interviews of the 13 pupils on two occasions, the final one being during Year 2 of the upper secondary school. The review of the research showed a series of dubious and indistinct circumstances surrounding the dyscalculia concept, and also ambiguity with regard to the diagnosis of dyscalculia. The conclusion of the review was that the concept of dyscalculia ought at present to be used with great caution, or perhaps not at all. Admittedly the review does not provide grounds for totally dismissing the dyscalculia concept, but as long as it remains impossible to determine the concept unambiguously, and I have not been able to do this in the course of this study, there are no good scientific grounds for using the term dyscalculia in practice. The empirical study shows the complexity of the problem area. Both the causes suggested by the pupils as the origin of the problem and the measures that helped them to obtain their mathematics grades form a complex pattern. The low work input of the pupils during mathematics lessons, an unsettled working environment, large classes, problems of stress and anxiety prior to tests, and obstructive gender patterns are among the causes suggested by the pupils as explanations of the occurrence of the mathematics problems. Good teachers, in other words teachers who can explain, set limits and give encouragement, were a significant factor in reversing the downward trend. Positive experiences of school changes, where the pupil felt that he or she could start again from the beginning, were also mentioned as significant by several pupils. Collaboration with fellow-pupils and the fact that the pupils themselves decided to get to grips with the problems were other important reasons for the change. The prospects of students with specific problems in mathematics nevertheless being able to leave compulsory school with satisfactory grades appear, however, from the results of this study, to be bright. All the pupils left the compulsory school with satisfactory mathematics grades and also completed mathematics studies at upper secondary school, despite major problems in the subject at intermediate school (age 10-13) stage. The study indicates the need for research closer to the actual practical situation and to the importance of emphasizing good examples in practice. As the students themselves emphasize discrete communication between them as significant in the subject of mathematics, this is also an important area for future research.

Il existe diverses approches de la dyscalculie, l’approche dominante étant centrée sur le fonctionnement cognitif de l’individu. Cependant, la recherche en cognition numérique présente encore de nombreuses lacunes et incertitudes : aucune définition ne fait consensus, les critères diagnostiques sont flous, etc. Nous nous posons alors la question de la place et du rôle de la didactique des mathématiques dans ces recherches et de la manière de concilier les approches pour mieux comprendre et accompagner les élèves présentant ce trouble. Dans cette thèse, nous nous intéressons plus particulièrement aux points de vue didactique et cognitif de la construction du nombre à l’école élémentaire. Afin d’en identifier les points de convergence et de divergence, nous réalisons une double étude bibliographique (en didactique et en cognition). Nous développons ensuite une méthodologie articulant ces éléments théoriques et l’analyse de tests existants pour concevoir un dispositif de repérage des difficultés en mathématiques (validé expérimentalement). Ce dispositif, destiné tout d’abord à l’enseignant, vise l’établissement d’un profil de compétences de l’élève permettant la mise en place de remédiations. De plus, grâce à sa conception particulière (tenant compte des spécificités de la cognition numérique et de la didactique des mathématiques), il permet d’établir un inventaire commun des difficultés de l’enfant exploitable par chacun des professionnels en charge de l’élève (enseignant et professionnels paramédicaux et médicaux), facilitant ainsi leurs échanges. La thèse ouvre par ailleurs de nouvelles perspectives pour la définition d’une interface entre didactique et cognition. / There are different approaches used to study dyscalculia. The dominant approach is centred on the cognitive functioning and individual characteristics. However, research in numerical cognition still must be lightened: there is no consensus about the definition, diagnostic criteria are unclear, and so on. We seek to know the place of mathematics education in these researches and how to reconcile approaches to better understand and support children with this disorder. In this PhD thesis, we are particularly interested in the didactic and cognitive points of view of numbers construction in the elementary school. To identify the points of convergence and divergence, we conduct a double bibliographic study (in mathematics education and cognition). Then we develop a methodology based on these theoretical elements and on existing tests analysis in order to design a mathematical difficulties detection tool (experimentally validated). This device, designed initially for teachers, aims to establish a profile of student’s skills to guide him in the implementation of remediation. Moreover, thanks to its particular conception (taking into account the specificities of numerical cognition and mathematics education), it makes it possible to establish a common inventory of the child’s difficulties that can be used by each of the professionals in charge of the student (teacher and paramedical and medical professionals), facilitating their exchanges. The thesis also opens new perspectives for the definition of an interface between education and cognition.

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é caracterizado por sintomas de desatenção e/ou hiperatividade e impulsividade, causando prejuízos significativos na vida dos indivíduos desde a infância até a vida adulta. Pacientes com TDAH podem apresentar diferentes comorbidades, que causam prejuízos substanciais, repercutindo de forma negativa ao longo da vida. Um exemplo são os Transtornos Específicos da Aprendizagem (TEA), caracterizados pela presença de dificuldades específicas na leitura, na escrita e na matemática que podem interferir no desenvolvimento educacional, resultando em elevadas taxas de evasão escolar e por conseguinte, altas taxas de desemprego. O insucesso acadêmico é comum ao TDAH e ao TEA, havendo indícios de ser mais grave quando estes são comórbidos. Apesar da associação frequente entre TDAH e TEA, poucos estudos têm abordado tal comorbidade durante a idade adulta. Assim, o objetivo do presente estudo é investigar em que extensão o prejuízo acadêmico de adultos com TDAH pode ser explicado pela comorbidade com o TEA. A avaliação para TEA foi realizada por uma psicopedagoga em 53 adultos que apresentavam TDAH, previamente avaliados no Programa de Déficit de Atenção e Hiperatividade do Hospital de Clínicas de Porto Alegre, com um protocolo especificamente delineado conforme critérios diagnósticos especificados pelo DSM-5. Portadores e não portadores de TEA foram comparados quanto às características sociodemográficas, gravidade do TDAH e outras comorbidades frequentes. A presença de TEA foi associada a baixas taxas de conclusão da graduação universitária (P = 0,016). Os dados indicam que a sobreposição do TEA ao TDAH pode ser responsável por uma parcela substancial do prejuízo acadêmico presente no TDAH, levando à necessidade de mais estudos a fim de confirmar ou não esta importante observação. / Attention Deficit Hyperactivity Disorder (ADHD) is characterized by symptoms of inattention and/or hyperactivity and impulsivity, causing significant impairments in individuals' lives from childhood to adulthood. Patients with ADHD may present different comorbidities, which cause substantial damage, negatively impacting throughout life. One example is Specific Learning Disorders (SLD), characterized by the presence of specific difficulties in reading, writing and mathematics that may interfere with educational development, resulting in high rates of school dropout and, therefore, high unemployment rates. Academic failure is common to ADHD and SLD, with indications of being more severe when these are comorbid. Despite the frequent association between ADHD and SLD, few studies have addressed such comorbidity during adulthood. Thus, the goal of the present study is to investigate up to what extent the academic loss on adults with ADHD can be explained by the comorbidity with SLD. The evaluation for SLD was performed by a psychopedagogue in 53 adults who presented ADHD, previously evaluated in the Hospital de Clínicas de Porto Alegre's Attention Deficit Hyperactivity Disorder Program, with a specific delineated protocol and according to diagnostic criteria specified by DSM-5 and were compared for sociodemographic characteristics, severity of ADHD and other frequent comorbidities. The presence of ADHD was associated with low graduation rates (P = 0.016). The data indicate that SLD overlapping with ADHD may be responsible for a substantial portion of the academic impairment present in ADHD, leading to the need for further studies to confirm this important observation.

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é caracterizado por sintomas de desatenção e/ou hiperatividade e impulsividade, causando prejuízos significativos na vida dos indivíduos desde a infância até a vida adulta. Pacientes com TDAH podem apresentar diferentes comorbidades, que causam prejuízos substanciais, repercutindo de forma negativa ao longo da vida. Um exemplo são os Transtornos Específicos da Aprendizagem (TEA), caracterizados pela presença de dificuldades específicas na leitura, na escrita e na matemática que podem interferir no desenvolvimento educacional, resultando em elevadas taxas de evasão escolar e por conseguinte, altas taxas de desemprego. O insucesso acadêmico é comum ao TDAH e ao TEA, havendo indícios de ser mais grave quando estes são comórbidos. Apesar da associação frequente entre TDAH e TEA, poucos estudos têm abordado tal comorbidade durante a idade adulta. Assim, o objetivo do presente estudo é investigar em que extensão o prejuízo acadêmico de adultos com TDAH pode ser explicado pela comorbidade com o TEA. A avaliação para TEA foi realizada por uma psicopedagoga em 53 adultos que apresentavam TDAH, previamente avaliados no Programa de Déficit de Atenção e Hiperatividade do Hospital de Clínicas de Porto Alegre, com um protocolo especificamente delineado conforme critérios diagnósticos especificados pelo DSM-5. Portadores e não portadores de TEA foram comparados quanto às características sociodemográficas, gravidade do TDAH e outras comorbidades frequentes. A presença de TEA foi associada a baixas taxas de conclusão da graduação universitária (P = 0,016). Os dados indicam que a sobreposição do TEA ao TDAH pode ser responsável por uma parcela substancial do prejuízo acadêmico presente no TDAH, levando à necessidade de mais estudos a fim de confirmar ou não esta importante observação. / Attention Deficit Hyperactivity Disorder (ADHD) is characterized by symptoms of inattention and/or hyperactivity and impulsivity, causing significant impairments in individuals' lives from childhood to adulthood. Patients with ADHD may present different comorbidities, which cause substantial damage, negatively impacting throughout life. One example is Specific Learning Disorders (SLD), characterized by the presence of specific difficulties in reading, writing and mathematics that may interfere with educational development, resulting in high rates of school dropout and, therefore, high unemployment rates. Academic failure is common to ADHD and SLD, with indications of being more severe when these are comorbid. Despite the frequent association between ADHD and SLD, few studies have addressed such comorbidity during adulthood. Thus, the goal of the present study is to investigate up to what extent the academic loss on adults with ADHD can be explained by the comorbidity with SLD. The evaluation for SLD was performed by a psychopedagogue in 53 adults who presented ADHD, previously evaluated in the Hospital de Clínicas de Porto Alegre's Attention Deficit Hyperactivity Disorder Program, with a specific delineated protocol and according to diagnostic criteria specified by DSM-5 and were compared for sociodemographic characteristics, severity of ADHD and other frequent comorbidities. The presence of ADHD was associated with low graduation rates (P = 0.016). The data indicate that SLD overlapping with ADHD may be responsible for a substantial portion of the academic impairment present in ADHD, leading to the need for further studies to confirm this important observation.

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No. of bitstreams: 1 josemarceloguimaraesvillar.pdf: 3124465 bytes, checksum: 287e4a96ec7d01d437b06c31b1b8bf42 (MD5) Previous issue date: 2017-06-28 / O presente trabalho, intitulado Discalculia na sala de aula de Matemática: um estudo de caso com dois estudantes, apresenta-se como um estudo preliminar dos aspectos neurológicos relacionados à dificuldade de aprendizagem na matemática, particularmente o distúrbio Discalculia. Primeiramente, elabora-se um questionário com docentes buscando investigar se os possíveis problemas na aprendizagem matemática se dão por fatores neurológicos. Após, é realizado outro questionário com profissionais da saúde procurando obter informações do processo de identificação, formas de tratamento, propostas de habilitação, orientações e propostas para o professor de matemática com o aluno discalcúlico. Por fim, dois alunos realizam um conjunto de exercícios problema, com intuito de identificar e reconhecer traços característicos da Discalculia, e atividades investigativas com perfil lúdico, utilizadas como ferramentas de intervenção pedagógica para reabilitar alunos com Discalculia e aqueles que apresentam problemas de aprendizagem na matemática. A análise buscou identificar as características ou sintomas por situação problema dentro do contexto de ensino. O estudo está fundamentado em leituras de vários teóricos, como Bastos (2008, 2016), Farrell (2008), Díaz (2011), Shalev et al. (2004, 2005, 2007), entre outros. A partir do questionário com os docentes, foi possível contatar que os mesmos, como não distinguem e nem reconhecem os termos dificuldades de aprendizagem, transtornos e distúrbios de aprendizagem, não foram capazes de identificar que as causas do déficit de aprendizagem na matemática também podem estar atribuídas às disfunções neurológicas, como é o caso do distúrbio de aprendizagem, a Discalculia. Já as especialistas reconheceram esse distúrbio, mas apontaram que esse tema ainda está em processo de pesquisa e que os problemas associados às dificuldades de aprendizagem, às vezes, são semelhantes e se sobrepõem, acarretando dificuldades na avaliação e identificação. A partir dos resultados obtidos das análises dos exercícios problemas, constatou-se que um dos alunos diagnosticado como discalcúlico apresentou fortes características de Discalculia. O outro, que não apresentava laudo, também apresentou traços significativos, surpreendendo. Importante salientar que esse resultado é inicial, havendo a necessidade de uma investigação com especialistas. Os resultados permitem afirmar também que os déficits apresentados nos sujeitos não foram necessariamente idênticos, mas qualitativamente diversificados. O estudo ressalta também a importância dos professores conhecerem as dificuldades dos alunos para que se tenha um planejamento e uma condução de ensino que corresponda aos mesmos. / This study, entitled Dyscalculia in the Mathematics classroom: a case study with two students, is presented as a preliminary study of the neurological aspects related to the difficulty of learning in mathematics, particularly the Dyscalculia disorder. Firstly, we made a questionnaire to teachers to investigate that it is possible problems in mathematical learning are due to neurological factors. After that, we made another questionnaire with health professionals, to get information on the identification process, treatment forms, habilitation proposals, guidelines and proposals for the math teacher with the dyscalculia student. Finally, two students perform a set of problem exercises in order to identify and recognize characteristic features of Dyscalculia, and research activities with a playful profile, used as pedagogical intervention tools to rehabilitate students with Dyscalculia and those with learning problems in mathematics. The analysis sought to identify the characteristics or symptoms by problem situation within the teaching context. The study is based on readings by several theorists, such as Bastos (2008, 2016), Farrell (2008), Díaz (2011), Shalev et al. (2004, 2005, 2007), Campos (2014), among others. From the questionnaire with the teachers, it was possible to contact them, as they do not distinguish and do not recognize the terms learning difficulties, disorders and learning disorders. Then, they were not able to identify that the causes of the learning deficit in mathematics can also be attributed to neurological dysfunctions, such as the learning disorder, Dyscalculia. Experts have acknowledged this disorder, but pointed out that this theme has still been in the process of researched and that problems associated with learning difficulties are sometimes similar and overlapping, leading to difficulties in evaluation and identification. From the results, that was obtained from the analyzes of the problem exercises, it was verified that one of the students diagnosed as dyscalculia presented strong characteristics of Dyscalculia. The other, which did not present an award, has also presented significant features, surprising. It is important to point out that this result is initial, and there is a need for an investigation with specialists. The results have also allowed us to affirm that the deficits presented in the subjects were not necessarily identical, but qualitatively diversified. The study has also highlighted the importance of teachers to know the difficulties of the students so that they have a planning and a teaching direction that corresponds to them.

Students with disabilities experience differential levels of achievement in mathematics when compared with their nondisabled peers. Identifying and implementing evidence-based practices (EBPs) is essential to increase their mathematics achievement. However, an argument is re-emerging that calls into question the effectiveness of well-known EBPs, such as explicit/direct instruction. However, the argument is based on opinion and conjecture, rather than student outcome measures. In this commentary, we use research on explicit and direct instruction with mathematics to (a) highlight the confusion over theoretical implications, (b) call for researchers to reduce personal bias within research, and (c) emphasize the need for improving outcomes of students with disabilities affecting mathematics learning.

The diploma thesis deals with pupils' possibilities of partial functions development in the first class of elementary school. The theoretical part defines the basic terms and it introduces the definitions in the field of specific dysfunctions of learning. It also deals with a possible diagnostics of the specific dysfunctions. The thesis describes crucial partial functions in the relation to school skills acquirement and it presents the partial function theory as one of the causes in difficulties in reading and writing acquirement. The practical part analyses the results of the diagnostics which was realized in the first grade at elementary school. This diagnostics was aimed to chosen partial functions and the results were taken before and after the exercises aimed to partial functions development.

My thesis occupies with the influence of home preparation for successfulness of pupils with specific learning disturbances and behaviour in basic school. The theoretical part there are explained terms of specific evolutional disturbances of school skills. This part deals with etiology and diagnosis. There are legislative alterations of education and it includes complete reeducational school care which points on importance of teacher's personality and on forming of positive climate in the class. It describes family and its role in connection with all risk factors which influence it. The point of preparation determines learning and behaviour by way of concrete forms and methods of work with pupils with specific disturbances. The empirical part of thesis is compiled by method of qualitative research and it's a result of research investigation which is connected to detailed analysis of acquired data. The main methods of investigation were long-lasting structured pupils' observation, analysis of file documentation and analysis of professional advice. These all together and interviews made complete picture of individual case studies.

Die Rechenstörung ist definiert als Unfähigkeit, trotz normaler Intelligenz und angemessener Beschulung grundlegende Rechenfertigkeiten zu erwerben. Über dieses Störungsbild gibt es nur wenige wissenschaftliche Daten. Die vorliegende Studie hatte zum Ziel, epidemiologische sowie klinische und neuropsychologische Daten zur Rechenstörung zu erheben. In einem ersten Abschnitt wurden 182 zufällig ausgewählte Drittklässler einer Großstadtpopulation mit standardisierten Leistungstests untersucht. Probanden mit einem erheblich schlechteren Ergebnis in Mathematik als in Rechtschreibung wurden als solche mit dem Verdacht auf eine Rechenstörung identifiziert. Wir fanden eine Prävalenz von 6,59 % (n=12). Der zweite Teil der Studie hatte eine umfassende klinisch-neurologische und neuropsychologische Diagnostik zur Überprüfung der Verdachtsdiagnose der Probanden zum Inhalt. Nur fünf der Eltern der zwölf identifizierten Probanden stimmten dieser weiterführenden Diagnostik zu. Von diesen fünf Probanden konnten bei vier umschriebene Störungen der Rechenfertigkeiten diagnostiziert werden. Jedoch nur einer erfüllte die diagnostischen Kriterien der ICD-10 für eine Rechenstörung. Die erhobenen Daten werden verglichen mit denen einer anderen Studie der Arbeitsgruppe mit einer repräsentativen Stichprobe aus einem ländlichen Raum. Zwar finden sich aufgrund zeitlicher Unterschiede und unterschiedlicher zur Anwendung gebrachter Testinstrumente erhebliche Unterschiede in den Ergebnissen der standardisierten Leistungstests, die Prävalenz für Rechenstörungen ist jedoch in beiden Studien gleich. Auf der Grundlage einer Übersicht bisher veröffentlichter Forschungsergebnisse und der erhobenen Daten wird die Diagnose der Rechenstörung diskutiert. Es wird geschlussfolgert, dass sie trotz teilweise unscharfer Definition als medizinische Entität valide ist. Der Vorzug der Verwendung von deskriptiv-qualitativen diagnostischen Kriterien an Stelle von quantitativen Differenzen in standardisierten Leistungstests wird betont, ebenso wie die Erfordernis einer international einheitlichen Terminologie. Die Notwendigkeit weiterer Forschung auf dem Gebiet wird unterstrichen. / The Specific disorder of arithmetical skills is defined as an individual's unability to acquire arithmetical skills in spite of normal intelligence and adequate mathematical education. There is a considerable lack of data on the condition. The present study attempts to collect epidemiological as well as clinical and neuropsychological data. In a first step, randomly chosen 182 third-graders of a city population were screened for a suspected Specific disorder of arithmetical skills, defined by a significantly worse mathematics compared to spelling achievement. We found the prevalence of the condition to be 6.59 % (n=12). In the second step we attempted to validate the suspected Specific disorder of arithmetical skills with a thorough clinico-neurological and neuropsychological test battery. Only five of the parents of the twelve probands agreed to further testing. Of those five, four showed below-average performances in at least one area of mathematical abilities. However, only one proband met the diagnostic criteria for the condition of the ICD-10. The study compares our data with those of another study by our group of a rural population sample. Due to temporal differences and different screening instruments, the screening test results are quite dissimilar, yet the prevalence rate for the condition is equal in both studies. Considering a review of the literature on the field as well as our own data the diagnosis of the Specific disorder of arithmetical skills is discussed. It is concluded that it has validity as a medical condition, but that is currently ill-defined. Diagnostic criteria employing qualitative aspects of the condition rather than quantitative discrepancies in standardized tests are proposed. An universal terminology of the condition is suggested and the need for further research emphasized.

TITLE Physical activity and its impact on pupils with specific learning disabilities and behavior disabilities in normal education at primary school AUTHOR Lucie Muráriková SUPERVISOR PhDr. Martin Dlouhý, Ph.D. ABSTRACT This work is focusing on the specific learning and behavioral disabilities. The aim is to create several activity plans and exercise plans which could be used to determine the effect of physical activity on the work of students with learning disabilities and ADHD/ADD. My idea is that the physical activity should not only positively affect the overall quality of teaching, but should also serve very well in the reeducation of specific learning disabilities in children with ADHD and ADD. Pupils with specific learning disabilities should, after a certain period of this experiment, be showing significant changes in their results and knowledge. Pupils with the ADHD and ADD should be showing better results and knowledge due to the improving attention and at the same time the physical activity should influence their length of concentration, disturbance during lessons, or tendencies to aggression. I consulted a child psychologist and a special pedagogue during the creation of the plans and activities for reeducation. And during the observations of two groups - experimental and control - I collected...