Assistance of Students with Mathematical Learning Difficulties: How Can Research Support Practice?

Autor/inn/en	Scherer, Petra; Beswick, Kim; DeBlois, Lucie; Healy, Lulu; Opitz, Elisabeth Moser
Titel	Assistance of Students with Mathematical Learning Difficulties: How Can Research Support Practice?
Quelle	In: ZDM: The International Journal on Mathematics Education, 48 (2016) 5, S.633-649 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0800-1
Schlagwörter	Learning Problems; Mathematics Instruction; Learning Disabilities; Teaching Methods; Inclusion; Teacher Attitudes; Teacher Role; Teacher Education Programs; Educational Research; Special Education; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Lernproblem; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Lehrerverhalten; Lehrerrolle; Bildungsforschung; Pädagogische Forschung; Special needs education; Sonderpädagogik; Sonderschulwesen; Theorie-Praxis-Beziehung
Abstract	When looking at teaching and learning processes in mathematics education students with mathematical learning difficulties or disabilities are of great interest. To approach the question of how research can support practice to assist these students one has to clarify the group or groups of students that we are talking about. The following contribution firstly concentrates on the problem of labelling the group of students having mathematical difficulties as there does not exist a single definition. This problem might be put down to the different roots of mathematics education on the one hand and special education on the other hand. Research results with respect to concepts and models for instruction are multifaceted based on the specific content and mathematical topics as well as the underlying view of mathematics. Taking into account inclusive education, a closer orientation to mathematical education can be identified and the potential of selected teaching and learning concepts can be illustrated. Beyond this, the role of the teacher, their attitudes and beliefs and the corresponding teacher education programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01