Literaturnachweis - Detailanzeige
| Autor/in | Lewis, Katherine E. |
|---|---|
| Titel | Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities |
| Quelle | In: Journal for Research in Mathematics Education, 45 (2014) 3, S.351-396 (46 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| Schlagwörter | Learning Disabilities; Mathematics Education; Response to Intervention; Models; Educational Resources; Educational Research; Classification; Educational Diagnosis; Mathematical Aptitude; Disability Identification; Educational Practices; Educational Strategies; Screening Tests |
| Abstract | Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed. (As Provided). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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