Do children with mathematical learning disabilities use the inversion principle to solve three-term arithmetic problems?: The impact of presentation mode
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- ISIDORE Id: 10670/1.382226...
- hal: hal-03507177
- doi: 10.1016/j.jecp.2021.105343
- PII: S0022-0965(21)00261-7
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info:eu-repo/semantics/altIdentifier/doi/10.1016/j.jecp.2021.105343
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Amélie Lubin et al., « Do children with mathematical learning disabilities use the inversion principle to solve three-term arithmetic problems?: The impact of presentation mode », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.1016/j.jecp.2021.105343
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Numerical inversion is the ability to understand that addition is the opposite of subtraction and vice versa. Three-term arithmetic problems can be solved without calculation using this conceptual shortcut. To verify that this principle is used, inverse problems (a + b − b) can be compared with standard problems (a + b − c). If this principle is used, performance on inverse problems will be higher than performance on standard problems because no calculation is required. To our knowledge, this principle has not been previously studied in children with mathematical learning disabilities (MLD). Our objectives were (a) to study whether 10-year-olds with MLD are able to use this conceptual principle in three-term arithmetic problems and (b) to evaluate the impact of the presentation mode. A total of 64 children with or without MLD solved three-term arithmetic problems (inverse and standard) in two presentation modes (symbolic and picture). The results showed that even though children with MLD have difficulties in performing arithmetic problems, they can do so when the inverse problem is presented with pictures. The picture presentation mode allowed children with MLD to efficiently identify and use the conceptual inversion shortcut and thus to achieve a similar performance to that of typically developing children. These results provide interesting perspectives for the care of children with MLD.
