Estudio piloto sobre discalculia usando el “Dyscalculia Screener” de Butterworth

Abstract

Having screening tools to identify students at risk of learning difficulties in mathematics is an essential resource to address future interventions that reduce failure and poor performance in mathematics.We present a pilot study with 49 students (average age of 9 years, 5 months) of 4th year of primary education to which we have evaluated with the computerized test of Butterworth (2003), Dyscalculia Screener. This tool consists of 4 subtests: 1. Simple Reaction Time, which evaluates the reaction time of the student before the presentation of a stimulus; 2. Point enumeration, which evaluates the ability to estimate the small numbers that is fundamental to learn to count, since it allows to check the result of the enumeration (Fuson, 1988). It is believed that this ability is innate, and a deficit could contribute to dyscalculia. 3. Comparison of numbers (also called as numerical effect of Stroop), is a test of ability to order numbers by their size. Homework also requires a fluid understanding of numbers. Students with deficits in the ability to recognize and understand numbers may have stopped forming efficient connections between numbers and their meanings so that a deficit could contribute to dyscalculia; 4. Test of Arithmetic Performance (addition and multiplication), the student has to answer quickly if an operation is correct or not.The results of this pilot study show a percentage of the risk population of 6.1%, which is in a range similar to that of other studies on the prevalence of dyscalculia (Devine et al., 2013, Dirks et al., 2008) .In the future, the expansion of the sample and its classification will provide an initial device to address a more complete assessment of students with learning difficulties in mathematics. Likewise, this screening allows the development of more specific intervention actions.