NEUROPSYCHOLOGICAL AND MATHEMATICAL PERFORMANCE IN CHILDREN AND ADOLESCENTS WITH BRAIN INJURY: A MULTIPLE-CASE STUDY

Resumo

Many students have struggled with mathematics along school years. The achievement of mathematical competences depends not only upon the acquisition of knowledge on numerical concepts, calculation procedures and arithmetical rules, but also upon the development of specific cognitive skills, such as those related to problem-solving and visuospatial processing. Such functions are often impaired in cases of brain damage during childhood, depending on variables such as the extent and location of cerebral lesions. Discussions regarding possible associations between mathematical performance and cognitive processes may contribute to a better understanding of the neuropsychological expressions of low mathematical achievement showed by brain damaged students. In this multiple-case study, five male children and adolescents between ages of 12 and 15, suffering from brain damages of different etiologies, and varying location and extent of injuries, with normal intellectual performance and with complaints of difficulties in math, were submitted to mathematical achievement tests (including a Brazilian educational exam, the SARESP), and to neuropsychological assessment. The results indicated that difficulties in consolidating concepts of numbers, operations, arithmetical problem solving skills as well as visuoconstructive and executive functioning deficits – were predominant in all cases. Based on these observations, some reflections are raised regarding the relationship between neuropsychological deficits and low mathematical performance, considering Cognitive Psychology and Neuropsychology models.