ASSOCIATIONS BETWEEN NEUROPSYCHOLOGICAL PERFORMANCE AND ARITHMETIC PERFORMANCE: A STUDY WITH ELEMENTARY STUDENTS

Authors

  • Camila Oliveira Görgen Universidade Federal do Rio Grande do Sul
  • Camila Schorr Miná Universidade Federal do Rio Grande do Sul
  • Luciana Vellinho Corso Universidade Federal do Rio Grande do Sul

Keywords:

neuropsychological performance, arithmetic performance, executive functions

Abstract

This article aimed at investigating the cognitive functions associated with difficulties in arithmetic, with a special focus on a) analyzing the relationship between neuropsychological performance and arithmetic performance in the total sample of each school year; and b) investigating students' performance in neuropsychological functions, divided according to their performance in arithmetic, for each school year. The participants of this study were 167 students from the 4th and 6th grades of elementary school between the ages of 9 and 12. For the analysis, the main tools used were the scores of the Arithmetic Subtest of the School Performance Test (TDE) and the neuropsychological assessment battery NEUPSILIN-Inf. Pearson correlations were made between the total sample of each school year and the t test, in order to find differences between the groups of each school year, formed according to the performance of the TDE. The results suggest that the better the arithmetic performance in the TDE, the higher the scores in memory, calculations and verbal fluency on NEUPSILIN-Inf. Students in the group with arithmetic difficulties had lower scores on the tests, which mainly evaluated executive functions and memory. Investments should be made in the future for educational practices that encourage the development of such cognitive functions, in order to prevent arithmetic difficulties.

Author Biographies

  • Camila Oliveira Görgen, Universidade Federal do Rio Grande do Sul

    Pedagoga e Mestra em Educação (UFRGS). Professora de formação continuada para professores da Educação Infantil e dos Anos Iniciais na área do Ensino da Matemática.

  • Camila Schorr Miná, Universidade Federal do Rio Grande do Sul

    Psicóloga pela Universidade Federal do Rio Grande do Sul (UFRGS), Especialista em Psicologia Organizacional pelo Centro Universitário FADERGS e Mestre em Neurociências pelo Instituto de Ciências Básicas da Saúde (ICBS) da UFRGS. Atualmente é Coordenadora de Recursos Humanos na empresa Mconf. Possui experiências nas áreas de Avaliação Neuropsicológica, Avaliação Psicológica, Orientação Profissional e Recursos Humanos.

  • Luciana Vellinho Corso, Universidade Federal do Rio Grande do Sul

    Professora Associada do Departamento de Estudos Especializados da Faculdade de Educação da Universidade Federal do Rio Grande do Sul (Área de Psicopedagogia) e do Programa de Pós Graduação em Educação da FACED/UFRGS (Linha de Pesquisa: Aprendizagem e Ensino). Licenciada em Pedagogia pela Universidade Federal do Rio Grande do Sul (1987), Mestrado em Educação - Flinders University of South Australia (1993), Doutorado em Educação pela Universidade Federal do Rio Grande do Sul (2008). Líder do Grupo de Pesquisa em Cognição Numérica e Leitura (FACED/UFRGS). Pesquisadora e membro integrante do setor de Psicopedagogia do Programa de Déficit de Atenção/Hiperatividade (PRODAH) do Hospital de Clínicas de Porto Alegre.

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Published

2023-06-21

Issue

Vol. 39 (2023)

Section

Artigos

License

Copyright (c) 2023 Educação em Revista

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How to Cite

ASSOCIATIONS BETWEEN NEUROPSYCHOLOGICAL PERFORMANCE AND ARITHMETIC PERFORMANCE: A STUDY WITH ELEMENTARY STUDENTS. (2023). Educação Em Revista , 39(39). https://periodicos.ufmg.br/index.php/edrevista/article/view/36486

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