Heterogeneidade cognitiva nas dificuldades de aprendizagem da matemática: mecanismos específicos e gerais

Abstract

The interest on the study of the heterogeneity regarding the cognitive profile of the mathematical learning disabilities (MLD) is growing, however, the literature on the topic is not conclusive. This dissertation investigates the cognitive mechanisms underlying the different profiles of MLD. At first, we conducted a study with a sample of 244 children aged 8 to 11 years old, classified with a cluster analysis, which aimed to investigate the formation of different MLD subtypes. The analysis resulted in a solution of 4 clusters, one with the most prominent difficulties in visuospatial skills, another with specific deficits in phonological working memory, a third with difficulties in all variables, including number sense. Finally, a cluster without neuropsychological difficulties, considered to be the control group. The first 3 clusters with neuropsychological deficits showed lower performance in arithmetic, compared to the control cluster. The worst performance in mathematics was found in the cluster that presented a domain specific deficit, in number sense. All clusters showed different impairments in arithmetic calculations of addition, subtraction and multiplication, constituting different profiles of MLD. Subsequently, a case study was conducted with a 16-year-old patient with high intelligence, deficits in working memory and executive functions, without impairments in other areas such as language, visuospatial skills and basic numerical skills, however, with a persistent difficulty in arithmetic tasks. The possibility that some other factor could mediate the relationship between a general domain deficit, such as executive functions, and mathematics learning, was investigated. After behavioral assessment with standardized questionnaires, we found high levels of math anxiety, low self-efficacy and internalizing problems. An 8-week intervention was carried out in groups with adolescents, using cognitive-behavioral techniques to manage anxiety. After the intervention, there was a statistically significant improvement in performance of arithmetic calculations and self-efficacy and mathematics anxiety questionnaires. However, there were no significant changes in performance regarding working memory. We concluded that general cognitive deficits, such as working memory, may be mediated by other factors, such as math anxiety, resulting in a specificity of MLD impairments. Studies are still exploratory, however, the findings corroborate the hypothesis that distinct profiles contribute to heterogeneity in MLD, highlighting important questions about factors related to the various etiologies involved in this disorder.