Problem solving by primary school children with particular reference to dyslexics

Reid, Pamela Anne (2002) Problem solving by primary school children with particular reference to dyslexics. MSc(R) thesis, University of Glasgow.

Abstract

This project looks at how children within the nine to thirteen age group perform during arithmetic problem solving with particular reference to dyslexics. There are many factors which will influence a child's performance and therefore the following questions have been looked at in particular: 1. Do dyslexis have a different Working Memory Space compared to non-dyslexics? 2. Do dyslexics achieve the same success rate as non-dyslexics in arithmetic problem solving? 3. Is the approach taken by dyslexics to arithmetic problems different from that taken by non-dyslexics? 4. Do children within this age group have a de\eloped network of mathematical words symbols and their meanings? In order to answer these questions the 207 children within the sample group were asked to complete four pieces of work: A word within network questionnaire, used to look at the connections made by the children between words and their meanings. A symbol network questionnaire used to look at the connections made by the children between arithmetic symbols and their meanings A shape quiz which was used to establish working memory space. A booklet of arithmetic questions, used to took at how the children tackled arithmetic type questions From the results gained from the children it was possible to say that the range of working memory space capacities of the dyslexic group appeared to be no different from the range within non-dyslexic group. It was also established that the overall performance of the dyslexic group was of a lower standard than that of the non-dyslexic group. The results from the network questionnaires indicated that there was a stronger connection between symbols and meanings if a visual stimulus was given, but that there appeared to be no difference in the networks constructed by the dyslexics compared to the non- dyslexic group. It was, however, not possible to gain an insight into how the dyslexic group was tackling the individual questions within the arithmetic booklet. This was due to the fact that no differences could be seen between the written work of both groups and time restrictions dictated that individual discussions with each child were not possible.

• Item Type: Thesis (MSc(R))
• Qualification Level: Masters
• Additional Information: Adviser: Norman Reid
• Keywords: Special education.
• Colleges/Schools: College of Social Sciences
• Supervisor's Name: Supervisor, not known
• Date of Award: 2002
• Depositing User: Enlighten Team
• Unique ID: glathesis:2002-72649
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 11 Jun 2019 11:06
• Last Modified: 02 Aug 2022 10:46
• Thesis DOI: 10.5525/gla.thesis.72649
• URI: https://theses.gla.ac.uk/id/eprint/72649