Training mathematical skills in school children: Some preliminary results Treino de habilidades matemáticas em crianças em idade escolar: Alguns resultados preliminares (original) (raw)
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Understanding of what is children’s deficiency about learning mathematics and their negative feelings about themselves in math classrooms may enable us an essential knowledge for comprehending the failure mathematics in elementary school classrooms. This article presents the studies about the children with learning difficulties in mathematics and the relationship between cognitive development and mathematical disability. Also, some studies are about teachers’ tasks and behaviors in elementary school mathematics classroom and the teacher’s existing or expected role on teaching to children with low-level learning capacity. The review includes an overview of relevant basic researches and theories through clear implications for pedagogy, a discussion of relevant practical research, an examination of some general issues and concerns having important implications in the area.
While students with disorder in mathematics are purposely included under the definition of Learning Disabilities, rarely do math learning difficulties cause student to be referred for assessment as dyscalculia. Dyscalculia is a specific learning disability in mathematics. School students with dyscalculia may have difficulty to understanding number-related concepts or using symbols or functions needed for achievement in mathematics. It is a common learning issue that impact students' capacity to do mathematics. It doesn't just affect them at school, however. The challenges can also create difficulties in daily life. The good news is there are a variety of supports and strategies that can help school students grow the math skills they need. Students who have problems in learning mathematics or fail to meet grade-level standards are usually identified between third and fifth grade, much later than those recognized for reading problems, and are referred for special education services or other remedial programs. Special education and remedial teachers find that these students' basic concept and skill development normally one to two years behind their peers upon detection. This paper main aims to discuses about mathematics learning difficulties for school student's facing problems and reducing mathematical difficulties with strategies. Students with dyscalculia also have difficulty with the mechanics of doing mathematics, such as being able to recall math facts. They may realize the logic behind mathematics, but not how or when to apply what they know to solve mathematics problems.
Teaching Strategies in Mathematics for Children in the Normal Classrooms: A Qualitative Analysis
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Children’s Mathematical Learning Difficulties: Some Contributory Factors and Interventions
International Handbook of Mathematical Learning Difficulties, 2019
Mathematical difficulties are a widespread problem for many children all over the world. The chapter discusses factors that predict arithmetical difficulties and interventions that are used to foster children's mathematical skills in primary school. As factors that contribute to mathematical difficulties, national and cultural aspects, socioeconomic differences, attitudes and emotions are examined. In this regard, the chapter highlights the influences of teaching methods, poverty and mathematical anxiety for math abilities and partially mathematical learning problems. Interventions in numeracy are classified in varying degrees of intensiveness ('three waves'). The chapter analyses advantages and disadvantages of all three 'waves' (whole-class approach, light-touch individualized and small-group interventions, highly intensive approach) so that factors can be identified, which make an intervention effective. Keywords Math difficulties Predictors Arithmetical achievement Children Interventions Difficulty with arithmetic is a common problem (Butterworth, Sashank, & Laurillard, 2011). For example, about 22% of the adult population in the UK have severe numeracy difficulties that have a serious practical and social impact on their daily lives, whereas only about 5% have similar levels of difficulty in literacy assessed by the same criteria (Bynner & Parsons, 1997; Parsons & Bynner, 2005). AQ2 This chapter will first discuss some of the factors that contribute to arithmetical difficulties. There are genetic and other brain-based developmental factors that contribute to mathematical difficulties, which are discussed elsewhere in this book. This chapter will focus on some environmental and motivational factors. It will then proceed to discuss some interventions that have been used for mathematical difficulties, especially at primary school level.
Teacher's Role for Children with Learning Difficulties in Mathematics
Zenodo (CERN European Organization for Nuclear Research), 2017
The learning difficulties in mathematics means to include those students performing in the low average range. This paper is intended to stimulate discussion related to the role of mathematics teachers for children with learning difficulties in mathematics. The students with mathematical difficulties are often of average or higher intelligence and possess good in other activities except for mathematics, the brain region involved in mathematics difficulties are likely localized or modular. Students who have difficulties with mathematics can benefit significantly from lessons that include multiple models that approach a concept at different cognitive levels, using the process of Mnemonics to help students remember important facts.
Evaluation of maths training programme for children with learning difficulties
In the German school system, children are seen as educationally impaired when they are more than two grades behind in their performance in several areas of learning, and this has been the case for several years. A special problem is the fact that support measures are often effective only to a limited extent, or only for a short period. The study at hand focuses on the question of whether educationally impaired children with large deficits in mathematics can be supported successfully by means of a highly adaptive support measure (MARKO-T), and whether the effects of this support can be maintained over a certain period. For this, 32 educationally impaired third-graders with math deficits were supported individually with MARKO-T twice a week, over a period of ten weeks. As control group, 32 similarly impaired third-graders were paralleled according to the mathematical and cognitive achievements of the training group. Two further control groups, each with 32 unimpaired first-graders, were paralleled according to their mathematical and cognitive achievements, respectively. The results showed that the very poor mathematical performance of the educationally impaired children could be significantly improved with this support programme. Four months after the end of the training, significant support effects could still be established when compared to the educationally impaired control group. The comparison with the two control groups demonstrated that the developmental curve of the children with learning difficulties increased in a way that was comparable to that of the unimpaired first-graders.
Early mathematics interventions: Supporting young children with low performance in mathematics
The purpose of this thesis was to investigate the effectiveness of early mathematics interventions for young children with low performance in mathematics. Previous research has indicated that early mathematics skills are a strong predictor of later mathematics performance. The goal of early mathematics support by means of interventions is to improve mathematics performance, and consequently, to diminish the possibility of mathematics learning disability emerging later on. This thesis sought to complement and extend previous research in the field of early mathematics interventions, by reviewing early mathematics interventions, and investigating the effectiveness of two early mathematics intervention programmes.
Supporting children with mathematics learning difficulties: Outcomes of an intervention program
At least 20% of adults have very low numeracy (Bynner & Parsons, 1997) and about 5-8% of the population has severe specific Mathematical Learning Disabilities (Butterworth, Varma & Laurillard, 2011). Failure to acquire basic mathematical skills may have serious life-long consequences. Thus, it is important to find ways of enabling children with MLD to acquire numeracy skills. The present study involved 10 children in Grade 3 (7 to 8 years old), identified by their teachers as struggling with mathematics. They were assessed using the Dynamo Assessment, which provides a profile of strengths and weaknesses in important components of mathematics. Five children acted as controls, while the other five followed the Dynamo Intervention programme. The intervention lasted for eight weeks. All the children were subsequently re-assessed using Dynamo Assessment. The profiles of the children who had undergone intervention showed improvement in most components, while the control group did not. Keywords: Mathematical learning difficulties,grade 3,Dynamo Intervention,Dynamo Assessment
Scientific Bulletin of Naval Academy, 2018
The application of productive strategies in education in mathematics facilitates development of specific mathematical competences in the Grade 1-4 students regarding natural numbers and operation with them. Subject of this article is presentation of the concepts about: competences, specific objective mathematical competences and the options for their development in and through education in mathematics in Primary School. A methodology system for work both with productive strategies, approaches, methods and with reproductive such strategies was created. This system is currently being applied in the educational process in mathematics. During the experimental work a longitudinal quality and quantity research of the above topics was performed. The conclusions of the research was that as a result of the experimental work the percentage of the students who made mistakes in writing down and comparing natural numbers decreased. The same can be said for the students who made mistakes during t...
Mathematics interventions for children with special educational needs
2003
Abstract This article presents the results of a meta-analysis of 58 studies of mathematics interventions for elementary students with special needs. Interventions in three different domains were selected: preparatory mathematics, basic skills, and problem-solving strategies. The majority of the included studies described interventions in the domain of basic skills. In general, these interventions were also the most effective. Furthermore, a few specific characteristics were found to influence the outcomes of the studies.