摘要：The aim of the study is to contribute to the understanding of the linksbetween non-symbolic numerical abilities and developmental dyscalculia.Therefore, we deal with the numerical functions already at the level of innatedispositions preceding the acquiring of numerical apparatus, which are ensuredby the instance of the so-called approximate number system (ANS) and aremanifested in the quantitative estimation skill. If the relationship exists, itmight be possible to use it for the practical diagnosis of dyscalculia at anearly age before showing any difficulties in numerical skills. Our pilot studycompares the level of non-symbolic numerical abilities (counting) in childrenwith dyscalculia and control groups. The complete research group consisted of75 pupils aged between 6.6 and 17.8 years (M = 12.03; SD = 2.68), with 25 (33%) showing mathematical difficulties in 17 cases (23 %) explained by thediagnosis of dyscalculia. Data was collected using an electronic “numericalestimate test” of the own construction, constituted by the so-calledapproximation tasks based on the principle of differentiation of quantities. Theresults suggest that the control group discriminates the quantity better thanchildren with mathematical difficulties. However, after checking the age of therespondents, the relationship between dyscalculia and numerical test output isweak and statistically insignificant, beta = –0.232, p = 0.056. The resultsare discussed in relation to the possibilities of their use in practice.
关键词：non-symbolic numerical systems;approximate number system;ANS;quantity discrimination;diagnostics of dyscalculia
