2022_11_02_10 - PegasJournal
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2022_11_02_10
Issues > Issue n2 2022 > section2_2022
APPLICATION OF THE DIAGNOSTIC TEST DISMAS - STRUCTURES OF MATHEMATICAL SKILLS AT THE STUDENTS SECOND AND THIRD YEARS IN SLOVAKIA AND CZECH REPUBLIC
Monika Janicek Pavelova – Gabriela Erhardtova – Erik Zovinec
doi: 10.18355/PG.2022.11.2.10
Abstract
Impairment of mathematical abilities in terms of developmental dyscalculia/ developmental learning disorder with impairment in mathematics, we classify it as developmental learning disabilities. The prevalence of developmental dyscalculia is 5 - 6 % of the student population and is evenly distributed in both sexes (Shalev, 2004). Impairment of mathematical abilities may occur alone or in comorbidity with other developmental disorders. The purpose of this post is to clarify procedures of special pedagogical diagnostics mathematical skills using experimental test DISMA-SK (Pavelova, unpubl.). The diagnostic test is translated from the Czech original Diagnostics of the structure of mathematical abilities (DISMAS), authors Traspe and Skalková (2018). By applying the test, we assess several areas of mathematical ability disorders, whose results we compare with the values of the Slovak and Czech school population.
Key words
Diagnostics, DISMAS, impairment of mathematical abilities, specific learning disabilities, developmental dyscalculia, DLDIM - Developmental learning disorder with impairment in mathematics
