Desempenho em tarefas matemáticas e de processamento fonológico estão relacionados nos transtornos de aprendizagem?
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Data
2021-01-26
Autores
Fu, Julia Helena [UNIFESP]
Orientadores
Avila, Clara Regina Brandão de [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução: A matemática exerce papel decisivo no desenvolvimento cognitivo e interfere na
construção de conhecimentos de outras áreas. O Transtorno específico da aprendizagem com
prejuízo da matemática (DSM 5) pode coocorrer com outros transtornos específicos do
neurodesenvolvimento como o da linguagem oral, da leitura e da escrita, ou até mesmo da
coordenação motora; ele afeta especificamente a aquisição de habilidades aritméticas em
crianças com inteligência normal e boa escolarização; déficits na recuperação de fatos
aritméticos da memória semântica, prejuízos de habilidades de procedimento e de
representação viso-espacial também são encontrados. Há evidências de que habilidades
cognitivas do processamento fonológico estejam associadas no desenvolvimento de todos
esses tipos de aprendizagem (Silva et al. 2015). Objetivo: Investigar correlações entre o
desempenho em tarefas que avaliam habilidades do processamento fonológico e do senso
numérico e cálculo matemático em crianças escolares com queixa de aprendizagem de leitura,
escrita e matemática. Método: Estudo retrospectivo, de relato de casos e análise quantitativa.
Em estudo anterior foram avaliados 07 escolares (03 meninas) com diagnóstico
fonoaudiológico de Transtorno específico do desenvolvimento da leitura, quanto às suas
habilidades matemáticas de representação da magnitude numérica e da evocação do fato
numérico (12 tarefas) e quanto ao processamento fonológico: memória fonológica
operacional, consciência fonológica e acesso fonológico ao léxico mental. A análise
estatística caracterizou a amostra e a seguir buscou correlações entre as variáveis de estudo, a
partir do cálculo do coeficiente de Spearman (nível de significância adotado < 0,05).
Resultados: As médias de idade e de anos de escolaridade da amostra foram,
respectivamente: M=8,71; DP=0,76 e M=3,43; DP=0,98. O cálculo do coeficiente de
Spearman mostrou correlações positivas de moderadas a fortes entre diferentes tarefas de
cálculo numérico e memória fonológica de curto prazo e operacional (p. ex.: r=0,899; p valor
<0,006), e negativa entre a velocidade de acesso ao léxico mental e as tarefas 3 e 8 do cálculo
numérico, mostrando que quanto mais lenta a velocidade de acesso ao léxico, maior o número
de acertos em cálculo. Conclusão: Foi possível encontrar correlações positivas, de moderadas
a fortes, entre os desempenhos em tarefas de cálculo numérico e de memória fonológica e
negativas entre cálculo numérico e o tempo de acesso fonológico ao léxico mental,
confirmando a hipótese de que há associações entre processamento fonológico e habilidades
matemáticas em crianças escolares com transtorno de leitura e escrita.
Introduction: Mathematics plays a decisive role in cognitive development and interferes in the construction of knowledge in other areas. According to DSM V (APA, 2014), specific learning disorder with impairment of mathematics (315.1 | F81.2) can co-occur with other specific neurodevelopmental disorders such as oral language, reading and writing, or even motor coordination; it specifically affects the acquisition of arithmetic skills in children with normal intelligence and good schooling; deficits in the recovery of arithmetic facts from semantic memory, impairment of procedural skills and viso-spatial representation are also found. There is evidence that cognitive skills of phonological processing are associated with the development of all these types of learning (Silva et al. 2015). Purpose: To investigate correlations between performance in tasks that assess phonological processing and numerical sense skills and mathematical calculation in school children with complaints of reading, writing and mathematics learning. Method: Retrospective study, case report and quantitative analysis; started after CEP-UNIFESP / EPM approval (CAAE 01737318.7.0000.5505; project no. 1261/2018; opinion no. 3,138,884) and signature of the TCLE and TAC. In a previous study, 07 schoolchildren (03 girls) with a speech-language diagnosis of specific reading development disorder (F81.0) were evaluated, regarding their mathematical skills of representing the numerical magnitude and evoking the numerical fact (12 tasks) and regarding the phonological processing: operational phonological memory (span of digits OD and OI, BCPR), phonological awareness (phonemic exclusion - CONFIAS) and phonological access to the mental lexicon (RAN). The statistical analysis characterized the sample and then sought correlations between the study variables, based on the calculation of the Spearman coefficient (significance level adopted <0.05). Results: The mean age and years of schooling in the sample were, respectively: M = 8.71; SD = 0.76 and M = 3.43; SD = 0.98. The calculation of Spearman's coefficient showed positive correlations between different tasks of numerical calculation and short-term and operational phonological memory (eg: r = 0.899; p value <0.006), and negative between the speed of access to the mental lexicon and tasks 3 and 8 of numerical calculation, showing that the slower the speed of access to the lexicon, the greater the number of correct calculations. Conclusion: It was possible to find positive correlations, of moderate to strong, between the performances in tasks of numerical calculation and phonological memory and negative correlations between numerical calculation and the time of phonological access to the mental lexicon, confirming the hypothesis that there are associations between phonological processing and skills mathematics in school children with reading and writing disorders.
Introduction: Mathematics plays a decisive role in cognitive development and interferes in the construction of knowledge in other areas. According to DSM V (APA, 2014), specific learning disorder with impairment of mathematics (315.1 | F81.2) can co-occur with other specific neurodevelopmental disorders such as oral language, reading and writing, or even motor coordination; it specifically affects the acquisition of arithmetic skills in children with normal intelligence and good schooling; deficits in the recovery of arithmetic facts from semantic memory, impairment of procedural skills and viso-spatial representation are also found. There is evidence that cognitive skills of phonological processing are associated with the development of all these types of learning (Silva et al. 2015). Purpose: To investigate correlations between performance in tasks that assess phonological processing and numerical sense skills and mathematical calculation in school children with complaints of reading, writing and mathematics learning. Method: Retrospective study, case report and quantitative analysis; started after CEP-UNIFESP / EPM approval (CAAE 01737318.7.0000.5505; project no. 1261/2018; opinion no. 3,138,884) and signature of the TCLE and TAC. In a previous study, 07 schoolchildren (03 girls) with a speech-language diagnosis of specific reading development disorder (F81.0) were evaluated, regarding their mathematical skills of representing the numerical magnitude and evoking the numerical fact (12 tasks) and regarding the phonological processing: operational phonological memory (span of digits OD and OI, BCPR), phonological awareness (phonemic exclusion - CONFIAS) and phonological access to the mental lexicon (RAN). The statistical analysis characterized the sample and then sought correlations between the study variables, based on the calculation of the Spearman coefficient (significance level adopted <0.05). Results: The mean age and years of schooling in the sample were, respectively: M = 8.71; SD = 0.76 and M = 3.43; SD = 0.98. The calculation of Spearman's coefficient showed positive correlations between different tasks of numerical calculation and short-term and operational phonological memory (eg: r = 0.899; p value <0.006), and negative between the speed of access to the mental lexicon and tasks 3 and 8 of numerical calculation, showing that the slower the speed of access to the lexicon, the greater the number of correct calculations. Conclusion: It was possible to find positive correlations, of moderate to strong, between the performances in tasks of numerical calculation and phonological memory and negative correlations between numerical calculation and the time of phonological access to the mental lexicon, confirming the hypothesis that there are associations between phonological processing and skills mathematics in school children with reading and writing disorders.