scholarly journals EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY

2021 ◽  
Vol 12 (3) ◽  
pp. 531-546
Author(s):  
Kin Eng Chin ◽  
Sai Hoe Fu
Keyword(s):  
Single Case ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Remedial Mathematics ◽  
Mathematical Learning ◽  
Mathematical Skills ◽  
Core Deficit ◽  
Wide Range ◽  
Mathematical Learning Difficulties

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.

scholarly journals Mathematical learning difficulties – snapshots of current European research

2015 ◽  
Vol 3 (5) ◽  
pp. 647-674
Author(s):  
Pirjo Aunio ◽  
Riikka Mononen ◽  
Anu Laine ◽  
Geerdina Van der Aalsvoort ◽  
Carla Compagnie ◽  
...  
Keyword(s):  
Learning Difficulties ◽  
Environmental Issues ◽  
Skills Development ◽  
Special Issue ◽  
Mathematical Learning ◽  
Mathematical Skills ◽  
Staff Members ◽  
Learning Mathematics ◽  
Main Ideas ◽  
Mathematical Learning Difficulties

In November 2014 we had a wonderful possibility to organize a seminar International Seminar on Mathematical Learning Difficulties with our international colleagues in the field of mathematical learning difficulties. One of the main aims was to provide open lectures for the staff members and students in University of Helsinki. The meeting was supported by the Teachers’ Academy in University of Helsinki. We have collected extensive summaries of the presentations to form this special issue. The summaries are found in both English and Finnish. To sum up the main ideas from the presentations. Firstly, although mathematical learning difficulties are common, we do need more research to be able to understand the possible cognitive precursors or environmental issues affecting learning and causing problems. Secondly, we need more studies about intervention programmes designed to support the mathematical skills development in children having problems in learning mathematics. Thirdly, we also need more studies validating the positive findings in individual studies, using the same assessment and intervention tools.

scholarly journals Hand preference and Mathematical Learning Difficulties: New data from Greece, the United Kingdom, and Germany and two meta-analyses of the literature

2019 ◽  
Author(s):  
Marietta Papadatou-Pastou ◽  
Despoina A. Panagiotidou ◽  
Filippo Abbondanza ◽  
Ursula Fischer ◽  
Silvia Paracchini ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Learning Difficulties ◽  
Hand Preference ◽  
Self Report ◽  
Special Educational Needs ◽  
Mathematical Learning ◽  
The United Kingdom ◽  
Combining Data ◽  
Meta Analyses ◽  
Mathematical Learning Difficulties

Increased rates of atypical handedness are observed in neurotypical individuals who are low-performing in mathematical tasks as well as in individuals with special educational needs, such as dyslexia. This is the first investigation of handedness in individuals with Mathematical Learning Difficulties (MLD). We report three new studies (N = 134; N = 1,893; N = 153) and two sets of meta-analyses (22 studies; N = 3,667). No difference in atypical hand preference between MLD and Typically Achieving (TA) individuals was found when handedness was assessed with self-report questionnaires, but weak evidence of a difference was found when writing hand was the handedness criterion in Study 1 (p = .049). Similarly, when combining data meta-analytically, no hand preference differences were detected. We suggest that: (i) potential handedness effects require larger samples, (ii) direction of hand preference is not a sensitive enough measure of handedness in this context, or that (iii) increased rates of atypical hand preference are not associated with MLD. The latter scenario would suggest that handedness is specifically linked to language-related conditions rather than conditions related to cognitive abilities at large. Future studies need to consider hand skill and degree of hand preference in MLD.

scholarly journals Mathematical learning difficulties: a subjective production

2022 ◽  
Vol 19 (1) ◽  
pp. 28-54
Author(s):  
Amanda Marina Andrade Medeiros ◽  
Cristiano Alberto Muniz
Keyword(s):  
Learning Difficulties ◽  
Mathematical Learning ◽  
Mathematical Learning Difficulties

Mathematical Learning Difficulties and PASS Cognitive Processes

2003 ◽  
Vol 36 (6) ◽  
pp. 574-582 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Johannes E. H. Van Luit ◽  
Jack A. Naglieri
Keyword(s):  
Cognitive Processes ◽  
Learning Difficulties ◽  
Mathematical Learning ◽  
Mathematical Learning Difficulties
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