期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：2
期号：1
页码：82-100
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：A majority of studies on learning disabilities have focused on elementary grades. Althoughproblems with learning disabilities are life-affecting only a few studies focus on deficits inadults. In this study adults with isolated mathematical disabilities (n=101) and adults withcombined mathematical and reading disabilities (n=130) solved tests on proceduralcalculation and number knowledge, numerical facility and visuospatial skills.Metacognitive skilfulness was assessed through calibration measures, a questionnaire,stimulated recall, and thematic analyses after a qualitative interactive interview with aflexible agenda to discover the interviewee’s own framework of meanings and to avoidimposing the researcher’s structures and assumptions. In our dataset the isolated group(MD) did worse than the comorbid group (M+RD) on mental representation, dealing withcontextual information and number knowledge. However the comorbid group did worse onthe number sense tasks. No significant differences were found between the MD and M+RDadults for fact retrieval, procedural calculation and visuo spatial tasks. In addition adultswith MD overestimated their mathematics results, whereas individuals with M+RDunderestimated their results in the calibration task. Moreover, adults with M+RD thoughtthat they were worse on the evaluation of the own results, the evaluation of the owncapacities and on monitoring when things went wrong compared with adults in the M+RDgroup. Thematic analyses revealed that many adults had problems with planning andkeeping track of steps and that supporting surroundings were important protective factorstowards the chances of success. Consequences for the assessment of metacognition in adultsand for the support of adults with mathematical disabilities are discussed.
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