Special Needs in Mathematics Classrooms: Relationships With Others (original) (raw)

2017

Abstract

This chapter uses psychoanalytical theory to help to understand emotion when a student has difficulties in learning mathematics. The centrality of the relationship between student and teacher is theorized and discussed, and issues related to teacher preparation and in-service training are put forward. The notion of a “math-care environment” is developed and ways to help a teacher pause, in order to relate to a learner, are advocated.

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