Abstract
This study has been informed by theoretical developments in the expanding field of mathematical cognition, which has led to a greater understanding of how arithmetic is implemented in the brain. This in turn has led to the development of cognitively targeted assessment instruments. These instruments aim to identify deficits in numerical and other cognitive systems. The objective of this study was to investigate the use of these instruments in the psycho-educational assessment of low achievers in the subject of mathematics. Ultimately, this study sought to ascertain whether or not these assessment instruments, together with an understanding of the theory that has informed their development, would be useful to educational psychologists in their support of learners who struggle with mathematics.
This study set out to investigate this question by assessing grade eight learners who were achieving below to significantly below average marks in mathematics, with three cognition based instruments and one achievement test. A comparative analysis of the result of all participants on each assessment instrument was presented. The participants were then grouped into one of four profiles, based on similar patterns emerging in the results. An integrated discussion of each of the four profiles was given.
The discussions described support strategies based on the empirical findings of the assessments. Suggested support strategies for each of the profiles is different, which confirmed that the results of these assessment instruments should enable an educational psychologist to get a better understanding of what is actually being dealt with, which should make intervention and support more focused and less of a hit and miss approach.
This study therefore recommends that educational psychologists firstly familiarize themselves with mathematical cognition theory, particularly the theories of Dehaene (2011) and Butterworth (1997 & 2003). Secondly, that measures of mathematical cognition, such as the Dyscalculia Screener and the Number Discrimination Task, form part of psycho-educational assessment procedures for learners who are struggling with mathematics.
M.Ed. (Educational Psychology)