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Test Dyscalculia and Mathematical Reasoning
Agenda
QUESTION 1: What is the core of the problem in dyscalculia according to the text?
General lack of logical intelligence
Intense math anxiety
Alteration of innate number sense
Lack of practice in written calculation
QUESTION 2: How is dyscalculia described in the text?
Specific difficulty in processing numerical information and performing calculations
Language disorder affecting reading
Vision problem that prevents seeing symbols
Temporary disinterest in mathematics
QUESTION 3: What differentiates dyscalculia from math anxiety?
Anxiety treated with more homework, dyscalculia with less
Anxiety impedes counting, dyscalculia improves with pressure
Anxiety is a memory problem, dyscalculia is not
Anxiety is emotional, dyscalculia is a structural cognitive blockage
4th QUESTION: What symptom is mentioned as characteristic in dyscalculia?
Ease of estimating large quantities
Inability to memorize numerical facts such as tables
Outstanding abstract algebra skills
Exceptional speed in mental arithmetic
QUESTION 5: What type of intervention is considered appropriate for dyscalculia?
Teaching based on abstract memorization
Increased standardized testing
Use of concrete and manipulative materials such as rulers and abacuses
Only daily mental arithmetic exercises
QUESTION 6: What is prioritized in the functional approach according to the text?
Efficient use of the calculator and reasoning applied to daily life
Mathematical competition and speed
Memorization of all tables without aids
Exclusive resolution of theoretical problems
7TH QUESTION: What is the ultimate goal of the intervention described?
Eliminate the need for external tools
Achieving excellence in advanced mental arithmetic
Prepare for math contests
Achieving mathematical competence for everyday life by freeing up resources for reasoning
8th QUESTION: What strategy compensates for the lack of automatic mental arithmetic in dyscalculia?
Repetition of operations without context
Support with external tools such as a calculator
Avoidance of working with real quantities
Substituting numbers for letters in all tasks
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