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Teaching reasoning strategies to dyscalculic students with low working memory level1.

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Title: Teaching reasoning strategies to dyscalculic students with low working memory level1.
Authors: Kargın, Tuğba1, Polat, Kübra2 kubraapolaat@hotmail.com.tr
Source: Journal of Educational Research. 2025, Vol. 118 Issue 4, p311-328. 18p.
Subject Terms: *Acalculia, *Reasoning, Addition (Mathematics), Subtraction (Mathematics), Mathematics
Abstract: Dyscalculic students believe they need to memorize mathematical facts. This is due to their inability to think flexibly and their lack of knowledge about the possibility of performing operations by structuring numbers. So, the aim of this study is to teach dyscalculic students to use reasoning strategies. The study employed an instructional experiment, a research design that enables the investigation of how mental processes evolve in student-friendly learning environments. Six fifth-grade middle school dyscalculic students participated. Before the implementation, we observed that none of the students employed reasoning strategies. Over a six-week period, the application included activities aimed at teaching reasoning strategies for dyscalculic students. The implementation resulted in students' ability to understand the relationships between numbers in addition and subtraction operations and employ various strategies during these operations. This result suggests that applying appropriate interventions to dyscalculic students can lead to significant progress and the acquisition of reasoning strategies. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching reasoning strategies to dyscalculic students with low working memory level<superscript>1</superscript>.
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  Data: <searchLink fieldCode="AR" term="%22Kargın%2C+Tuğba%22">Kargın, Tuğba</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Polat%2C+Kübra%22">Polat, Kübra</searchLink><relatesTo>2</relatesTo><i> kubraapolaat@hotmail.com.tr</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2025, Vol. 118 Issue 4, p311-328. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Acalculia%22">Acalculia</searchLink><br />*<searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Addition+%28Mathematics%29%22">Addition (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Subtraction+%28Mathematics%29%22">Subtraction (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
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  Label: Abstract
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  Data: Dyscalculic students believe they need to memorize mathematical facts. This is due to their inability to think flexibly and their lack of knowledge about the possibility of performing operations by structuring numbers. So, the aim of this study is to teach dyscalculic students to use reasoning strategies. The study employed an instructional experiment, a research design that enables the investigation of how mental processes evolve in student-friendly learning environments. Six fifth-grade middle school dyscalculic students participated. Before the implementation, we observed that none of the students employed reasoning strategies. Over a six-week period, the application included activities aimed at teaching reasoning strategies for dyscalculic students. The implementation resulted in students' ability to understand the relationships between numbers in addition and subtraction operations and employ various strategies during these operations. This result suggests that applying appropriate interventions to dyscalculic students can lead to significant progress and the acquisition of reasoning strategies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2025.2473408
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        Text: English
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        PageCount: 18
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      – SubjectFull: Acalculia
        Type: general
      – SubjectFull: Reasoning
        Type: general
      – SubjectFull: Addition (Mathematics)
        Type: general
      – SubjectFull: Subtraction (Mathematics)
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      – SubjectFull: Mathematics
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              Text: 2025
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