Abstract
In this study, we analyzed the development and effects of gender on basic number skills from third to ninth grade in Finland. Because the international comparison studies have shown slightly different developmental trends in mathematical attainment for different language groups in Finland, we added the language of education as a variable in our analysis. Participants were 4,265 students from third to ninth grade in Finland, representing students in two national languages (Finnish, n = 2,833, and Swedish, n = 1,432). Confirmatory factor analyses showed that the subtasks in the dyscalculia screener formed two separate factors, namely, number-processing skills and arithmetic fluency. We found a linear development trend across age cohorts in both the factors. Reliability and validity evidence of the measures supported the use of these tasks in the whole age group from 9 to15 years. In this sample, there was an increasing gender difference in favor of girls and Swedish-speaking students by grade levels in number-processing skills. At the same time, boys showed a better performance and a larger variance in tasks measuring arithmetic fluency. The results indicate that the gender ratio within the group with mathematical learning disabilities depends directly on tasks used to measure their basic number skills.
Highlights
The easy access to the internet and computer technology is changing the way we assess mathematical learning disabilities (MLD)
This study is part of a larger FUNA (Functional Numeracy Assessment) project to develop a test battery to assess basic numerical and mathematical skills. These data are from a subproject to develop a screening test battery for mathematical learning disabilities
We looked at the change in Comparative Fit Index (CFI) and Root Mean Square Error of Approximation (RMSEA) (Chen, 2007)
Summary
The easy access to the internet and computer technology is changing the way we assess mathematical learning disabilities (MLD). There is a long history of using computerized tasks to assess numerical skills in research. A transformation of this research into practical diagnostic tools for clinical educational psychology is still in its infancy (Conole and Warburton, 2005; Räsänen et al, 2015; Molnár andCsapó, 2019; Räsänen et al, 2019). It has been shown repeatedly that basic number skills form the foundations for learning more complex mathematical skills (Butterworth, 2005; Jordan et al, 2009; Li et al, 2018), and early numerical skills predict later achievement in mathematics (Zhang et al, 2017; Blume et al, 2021).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
