•Desoete, A. & Roeyers, H. (2006). Cognitieve Deelvaardigheden Rekenen (CDR). Handleiding en testprotocols. Herenthals: VVL.
It is hard not to overemphasize the
importance of mathematical literacy in our
society. Tests are needed with enough
sensitivity and specificity to differentiate
children with mathematical learning
disabilities from children not at risk for
learning
disabilities.
Moreover,
a
comprehensive assessment is needed in
order to offer a solid remediation based on
the strengths and weaknesses of every child
(Grégoire, & Desoete, 2009).
There are nine important cognitive skills
needed for mathematical problem solving,
as shown in Figure 1. Within this model the
Flemish test ‘Cognitive Building Blocks in
mathematical problem solving (CDR,
Desoete & Roeyers, 2006) was created. An
adaptation was used in China (Zhao, 2011).
In the Netherlands no such test is available.
Cognitive skills in mathematical problem solving
Cognitive skills in mathematical problem solving:
What needs to be assessed?
Number reading
‘write the number 37 in words’
Operation symbols
‘2 …≠…4’
Knowledge of base-ten structure
‘32 exists of …tens and …units’
Procedural skills
‘47 – 9 = …’
Linguistic skills
‘9 less than 47 is …’
Contextual skills
A man has 6 cows. He sells 2 of them. How many…?
Number sense
’29 is closest to … 92 20 90’
Mental representation
‘47 is 9 less than …’
Selecting relevant information
A man has 6 cows and 2 horses. He sells 2 cows. …
Fig. 1. Cognitive Building Blocks
METHOD In this study 146 Dutch children of the first (n = 59) and second grade (n = 87), who learned
mathematics with three different mathematic methods, were tested with the CDR. The results of these
children were compared to the results of the Flemish speaking norm group (n = 2812; 1492 children
from grade 1 and 1320 children from grade 2).
RESULTS An ANOVA revealed a significant difference for grade (F(1, 2.01) = 55.57, p = .017), but not for
the method used at school to teach arithmetics (F(2, 2) = 1.71, p = .369) in the Netherlands.
The psychometric value of the CDR was good for the total test in the Dutch sample. For the subscores,
Cronbach’s alpha was good for all subscores (varying from 0.73 for the R-tasks to 0.84 for the S-tasks)
expect for a low Cronbach’s alpha ( 0.29) for the L-tasks in the Netherlands .
In addition, the difficulty of the CDR in Dutch and Flemish children were compared. Both groups had
comparable scores, with the Dutch sample performed lower than the Flemish norm group on the Stasks.
From the experience in the pilot study and interviews with user groups (teachers, ...) it was decided, to
adapt the S-tasks and certain linguistic aspects (for example names, places) of the other items,
resulting in the CDR – NL for the first two grades.
DISCUSSION The CDR-NL was found a promising tool in the diagnostic cycle of mathematical learning in
grade 1 and 2 in the Netherlands. An analysis on this nine skills model seems promising. However
further research is needed (and ongoing) for the other grades of primary school. A study on the CDRNL for grade 3 and 4 is currently being analysed.
In addition studies on the sensitivity and specificity looking at the capacitiy of the model to
differentiate children and profiles of children of mathematical learning disabilities is needed. Such
studies are currently being planned.
Desoete, A., & Roeyers, H. (2006). Cognitieve Deelhandelingen van het Rekenen
(CDR). Handleiding & testprotocol. Herenthals: VVL.
Grégoire, J., & Desoete, A. (2009). Mathematical Disabilities–An
Underestimated Topic? Journal of Psychoeducational Assessment, 27, 171-174.
Zhao, N. (2011). Mathematics learning performance and mathematics learning
difficulties in China. PhD Ghent University.
CONTACTS
[email protected]
[email protected]
We thank B. Beijer and K. De Bruijn (students Zuyd) for the data
sampling and all the children who participated in this study.