Defizite numerischer Basiskompetenzen bei rechenschwachen Kindern der 3. und 4. Klassenstufe
Abstract
Zusammenfassung: Kinder mit Dyskalkulie zeigen neben den, das Störungsbild konstituierenden Schwierigkeiten im Rechnen auch Defizite der numerischen Basiskompetenzen, die als direkte Vorläuferfunktionen des Grundrechnens betrachtet werden (Geary & Hoard, 2001). Ziel der vorliegenden Studie war zu prüfen, in welchem Umfang rechenschwache Kinder noch am Ende der Grundschulzeit in der dritten und vierten Klassenstufe solche numerischen Defizite haben. Jeweils 24 isoliert rechenschwache und 24 nach den Kriterien Alter, Geschlecht und Intelligenz individuell parallelisierte normal rechnende Kinder der dritten und vierten Klasse wurden im Hinblick auf die numerischen Basiskompetenzen Zahlbegriff, Mengenbegriff und Zählfertigkeit untersucht. Es zeigt sich, dass rechenschwache Kinder noch in den letzten Grundschuljahren deutliche Defizite der numerischen Basiskompetenzen aufweisen. Die Ergebnisse werden dahingehend diskutiert, in welcher Weise diese Defizite an der Entstehung und Aufrechterhaltung von Rechenschwierigkeiten beteiligt sein können. Daraus wird auch die therapeutische Relevanz der Befunde für die Förderung rechenschwacher Kinder deutlich.
Summary: Children with developmental dyscalculia show difficulties in arithmetic. Besides these arithmetic problems they may have deficits in basic numerical competencies also, which are considered to be necessary prerequisites of mathematic achievement (Geary & Hoard, 2001). The aim of the present study was to investigate whether mathematically disabled children show such numerical deficits still at the end of elementary school. 24 mathematically disabled and 24 academically normal third and fourth grade children of comparable age and IQ scores were tested with respect to conceptual knowledge of numbers and quantities as well as counting. The mathematically disabled children had serious difficulties in basic numerical competencies still in the third and fourth grade. We discuss how numerical deficits can contribute to the development and stabilisation of mathematical disabilities. It is argued that training of basic numerical competencies should be part of remediation programmes for children with developmental dyscalculia.
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