Others have shown that the complexity of mathematical language content of items is predictive of performance ( Haag et al., 2013 Purpura and Reid, 2016). First, performance in mathematical tests is predicted by the pupils' proficiency in the instruction language ( Abedi and Lord, 2001 Hickendorff, 2013 Paetsch et al., 2016). However, all of them rely on verbal instructions and (in part) verbal tasks. Valid MLD assessments exist in various forms and for all ages ( van Luit et al., 2001 Haffner et al., 2005 Schaupp et al., 2007 Noël et al., 2008 Aster et al., 2009 Ricken et al., 2011). Basic mathematical skills, e.g., counting, quantity comparison, ordering, and simple arithmetic are the strongest domain-specific predictors for mathematical performance in later life ( Desoete et al., 2009 Jordan et al., 2010 LeFevre et al., 2010 Hornung et al., 2014). Although primary education focuses on these subjects, 5–7% of the general population suffer from mathematical learning difficulties (MLD) ( Butterworth et al., 2011), often leading to dependence on other people or technology.Įarly diagnostic is key to remedying MLD ( Gersten et al., 2005). Nevertheless, our findings provide an encouraging proof of concept for the further development of non-verbal assessment tools for basic math competence.īasic counting and arithmetic skills are necessary to manage many aspects of life. However, special care must be taken during task design because on rare occasions non-verbal video instructions fail to convey task instructions as clearly as spoken language and thus the latter do not provide a panacea to non-verbal assessment. It also appeared that in some cases a single word in a verbal instruction can lead to the failure of a task that is successfully completed with non-verbal instruction. Thus we found that it is possible to assess basic math competence without verbal instructions. Our results suggest that the non-verbal instructions were generally well understood as the absence of explicit verbal instructions did not influence task performance. We assessed task comprehension and usability aspects both directly and indirectly. One group completed the tasks with verbal instructions while another group received video instructions showing a person successfully completing the task. We administered these experimental tasks to two samples of children attending the first grade of primary school. We implemented video and animation-based task instructions on touchscreen devices that require no verbal explanation. Here we present results of a study that aims to develop tasks allowing to test for basic math competence without relying on verbal instructions or task content. Furthermore, language-dependent assessment tools produce results that are not easily comparable across countries. However, prior research has shown that performance in mathematics assessment is often dependent on the testee's proficiency in the language of instruction which might lead to unfair bias in test scores. Universally employable diagnostic tools are yet lacking, as current test batteries for basic mathematics assessment are based on verbal instructions. While numerical skills are fundamental in modern societies, some estimated 5–7% of children suffer from mathematical learning difficulties (MLD) that need to be assessed early to ensure successful remediation. 2Luxembourg Centre for Educational Testing, University of Luxembourg, Luxembourg, Luxembourg.1Cognitive Science and Assessment Institute, University of Luxembourg, Luxembourg, Luxembourg.Baudson 1 Claire Muller 2 Romain Martin 2 Christine Schiltz 1 If you would like someone to talk to who can help you process this new information - please email me directly.Max Greisen 1 * Caroline Hornung 2 Tanja G. “How do I begin to grow that part of my brain?” - Yes your brain is like plastic and can learn NEW things at ANY AGE. “Maybe if I was taught in a different way my Number Dyslexia brain might actually be able to understand maths and do mental arithmetic.” You can FINALLY learn your foundation basic maths with TABLE FABLES.

“Maybe I’m not stupid after all and there is hope!!! Thank the Lord.”ī. Once the news slowly sinks in and you are ok with it, all sorts of realisations will start to happen eg.Ī. ‘No way - that’s not me!” - Complete and utter denial (that’s the one I went for) “That is absolute rubbish - who the hell wrote this idiotic quiz anyway?”ģ. “OMG I’m disabled, I knew it - how am I ever going to get a promotion?”Ģ.

If the answer to the majority of the above dyscalculia QUIZ questions, is always or sometimes then you probably do have a Math Learning Disability.ġ.

Basic maths test for adults