An Application of a Relative Measurement Method to Identify Weights for Cognitive and Performance Characteristics of Mathematical Learning Disability

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-19 - Testing Students With Disabilities and From Diverse Populations

Abstract

This study utilizes an evaluation model AHP (analytic hierarchy process) which prioritized the relative weights of general subtypes of mathematical disability (MD), Semantic Memory, Procedural, and Visio-Spatial in order to analyze and explain underlying cognitive and performance features of FCAT (Florida Comprehensive Assessment Test) “Geometry and Measurement” benchmarks and corresponding items for grades 6-8. The results indicate that semantic memory deficiency is the dominant subtype of mathematical learning disability on a vast majority of the benchmarks. Analysis of data also disclosed that 7th grade benchmarks require more spatially representing numerical and other forms of mathematical information and relationships and also require more interpretation of spatially represented information compared to 6th and 8th grade benchmarks

Authors

• Elizabeth M. Jakubowski, Florida State University

• Onder Koklu, Florida State University

• Jiajing Huang, Florida State University

• Tayfun Servi, Adiyaman University

• Suleyman Olgar, Florida Department of Education