Some aspects of executive functions as predictors of understanding textual mathematical tasks in students with mild intellectual disability

Abstract

The most significant segment during the process of solving mathematical tasks is translation from mathematical to native language, in the basis o which, among others, are the following factors: resistance to distraction and forming adequate verbal strategies. The goal of this research is to evaluate the contribution of some aspects of executive functions in explaining the variance of solving illustrative mathematical tasks in students with mild intellectual disability. The sample consists of 90 students with mild intellectual disability aged from 12 to 16 (M=14.7; SD=1.6), of both sexes (44.4% boys and 55.6% girls). The Twenty questions test and the Stroop test were used to estimate the executive functions. Verbal problem tasks were used for the purpose of understanding mathematical language The obtained results show that the estimated aspects of executive functions are significant predictors of understanding mathematical language in students with intellectual disabilities. The strongest predictor is distraction resistance (p=0.01).

Pri rešavanju tekstualnih matematičkih zadataka najznačajniji segment rada odnosi se na tačno prevođenje sa matematičkog na maternji jezik u čijoj se osnovi, između ostalih faktora, nalaze otpornost na distrakcije i formiranje adekvatnih verbalnih strategija. Cilj istraživanja odnosi se na utvrđivanje doprinosa određenih aspekata egzekutivnih funkcija pri objašnjenju varijanse rešavanja tekstualnih matematičkih zadataka kod učenika s lakom intelektualnom ometenošću (LIO). Uzorak obuhvata devedesetoro učenika s LIO, kalendarskog uzrasta od 12 do 16 godina (AS=14,07; SD=1,46), oba pola (44,4% dečaka i 55,6% devojčica), bez neuroloških i višestrukih smetnji. Procena segmenata egzekutivnih funkcija realizovana je primenom Testa dvadeset pitanja i Stroop testom. U svrhu procene razumevanja matematičkog jezika primenjeni su verbalni problemski zadaci. Rezultati pokazuju da su procenjeni aspekti egzekutivnih funkcija značajni prediktori razumevanja matematičkog jezika kod učenika s LIO. Najjačim se prediktorom pokazala otpornost na distraktore (p=0,01).