O Senso Numérico Na Criança Com Paralisia Cerebral
Data
2017-09-28
Autores
Feldberg, Silvia Cristina De Freitas 
Orientadores
Bueno, Orlando Francisco Amodeo
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Objetivo: Investigar o senso numérico em crianças/adolescentes com paralisia cerebral, visando analisar as causas de frequentes queixas de aprendizagem da matemática nestes casos, bem como discutir as bases neuropsicológicas da cognição numérica. Métodos: O desenho experimental foi exploratório de caráter quantitativo. Participaram 50 crianças/adolescentes com idade entre 7 e 15 anos de idade, de ambos os sexos, sendo 31 controles e 19 com paralisia cerebral. Dentre estes, nove eram do tipo hemiplégico e dez do tipo diplégico. Os procedimentos de avaliação incluíram o ZAREKI-R (bateria de testes específicos para avaliação das habilidades matemáticas, apropriada para o diagnóstico de discalculia do desenvolvimento), teste de comparação de magnitudes não simbólicas (investiga senso numérico) e testes neuropsicológicos complementares, avaliando funções executivas e abrangendo memória operacional. Análises inferenciais (Análise de Variância) foram utilizadas na comparação entre os grupos. Resultados: As crianças e adolescentes com paralisia cerebral apresentaram um desempenho inferior em diversas medidas do ZAREKI-R, nas provas de senso numérico e de memória operacional visuoespacial em comparação às controles. Conclusões: A paralisia cerebral, independentemente da distribuição topográfica, está associada a risco para discalculia, justificando problemas na aprendizagem da matemática. Os resultados indicam ainda que as bases neuropsicológicas da cognição numérica, no que concerne o funcionamento executivo, sejam mais associadas à memória operacional do que ao controle inibitório ou à flexibilidade cognitiva.
Objective: To investigate number sense in children and adolescents with cerebral palsy, aiming at a better understanding of the causes of problems in the learning of mathematics usually reported in these cases, as well as of the neuropsychological basis of numerical cognition. Methods: The experimental design was exploratory and quantitative. Participants were 50 children/adolescents, aged 7 to 15 years old, of both sexes, 31 controls and 19 diagnosed with cerebral palsy. Among those with cerebral palsy, nine showed hemiplegic distribution and ten diplegic distribution. The assessment included the ZAREKI-R (a battery of tasks for the investigation of mathematical skills, oriented for the diagnosis of developmental dyscalculia), a test of comparison of non-symbolic magnitudes (number sense) and neuropsychological tests for the assessment of executive functions, including working memory. Inferential analyses were used in groups of comparison. Results: Children/adolescents with cerebral palsy performed worse than controls in several of the ZAREKI_R tasks, as well as in the number sense and working memory tasks. Conclusions: Cerebral palsy, regardless the topographic distribution, is associated to an elevated risk for dyscalculia, which may explain difficulties in the learning of mathematics. Results indicate also that concerning the neuropsychological bases of numerical cognition, in the domain of executive functions, are more associated to working memory performance than to inhibitory control or flexibility skills.
Objective: To investigate number sense in children and adolescents with cerebral palsy, aiming at a better understanding of the causes of problems in the learning of mathematics usually reported in these cases, as well as of the neuropsychological basis of numerical cognition. Methods: The experimental design was exploratory and quantitative. Participants were 50 children/adolescents, aged 7 to 15 years old, of both sexes, 31 controls and 19 diagnosed with cerebral palsy. Among those with cerebral palsy, nine showed hemiplegic distribution and ten diplegic distribution. The assessment included the ZAREKI-R (a battery of tasks for the investigation of mathematical skills, oriented for the diagnosis of developmental dyscalculia), a test of comparison of non-symbolic magnitudes (number sense) and neuropsychological tests for the assessment of executive functions, including working memory. Inferential analyses were used in groups of comparison. Results: Children/adolescents with cerebral palsy performed worse than controls in several of the ZAREKI_R tasks, as well as in the number sense and working memory tasks. Conclusions: Cerebral palsy, regardless the topographic distribution, is associated to an elevated risk for dyscalculia, which may explain difficulties in the learning of mathematics. Results indicate also that concerning the neuropsychological bases of numerical cognition, in the domain of executive functions, are more associated to working memory performance than to inhibitory control or flexibility skills.
Descrição
Citação
FELDBERG, Silvia Cristina De Freitas. O Senso Numérico Na Criança Com Paralisia Cerebral. Tese (Doutorado em Ciências) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2017.