Evaluación e intervención en factores afectivo-motivacionales en estudiantes con dificultades del aprendizaje en matemáticas¿existe una brecha entre la teoría y la práctica?

Abstract

The analysis of the causes and factors underlying the Mathematics Learning Disabilities (MLD) has awakened in the last years an important interest to the research community. Among the factors that are postulated as responsible for these MLD, are cognitive factors such as working memory, the visuospatial ability, or planning. But in addition, the contribution of affective and motivational factors, such as anxiety, attributional style, or attitudes, are also referred as responsible for the low performance in mathematics of these students. These evaluative and descriptive works of MLD students use a variety of evaluation tools that are described in the present work. However, the work oriented toward intervention with MLD students focus almost exclusively on cognitive and performance questions, while emotional and motivational factors receive less importance. This work presents a joint revision of instruments that are commonly used in assessment and intervention with MLD students, and shows the apparent disconnect between both types of work.