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What does the literature tell us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?

Year 2012, Volume: 7 Issue: 1 - Volume 7, Issue 1, 2012, 39 - 51, 19.05.2016

Abstract

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

References

  • Baroody, A. J. & Dowker, A. (2003). The development of arithmetic concepts and skills: Constructing adaptive expertise, Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carpenter, T.P., Moser, J.M., & Romberg, T.A. (1982). Addition and subtraction: A cognitive perspective, Hillsdale, N.J.: Lawrence Erlbaum Associates.
  • Desoete, A., & Roeyers, H. (2002). Off-line Metacognition – A Domain-specific retardation in young children with learning disabilities. Learning Disability Quarterly, 25, 123-139.
  • Dowker, A. (2009). What works for children with mathematical difficulties? The effectiveness of intervention schemes. Report. 00086-2009BKT-EN. Available from: http://nationalstrategies.standards.dcsf.gov.uk/node/174504
  • Fraivillig, J., Murphy, L. A. & Fuson, K. C. (1999). Advancing Children’s Mathematical Thinking in Everyday Mathematics Classroom. Journal for Research in Mathematics Education, 30, 2, 148-170.
  • Franke, M.L. & Elham, K. (2001). Learning to teach mathematics: Focus on student thinking. Theory into Practice, 40, 2, 102-109.
  • Geary, D.C., Hoard, M.K.,Nugent, L.& Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33, 3, 277-299.
  • Geary, D.C. (2004). Mathematical and learning disabilities. Journal of Learning Disabilities, 37, 1, 4-15.
  • Gersten, R. Jordan, N. C., & Jonathan, R.F. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 4, 293-304.
  • Ginsburg, H.P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30, 20-33.
  • Jordan, N. C. , Hanich, L. , & Uberti, H. Z. (2003). Mathematical thinking and learning disabilities. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills. Recent research and theory (pp. 359-383). Mahwah, NJ: Erlbaum.
  • Keeler, M.L., & Swanson, H.L. (2001). Does strategy knowledge influence working memory in children with mathematical disabilities? Journal of Learning Disabilities, 34, 418-434.
  • Kercood, S., Zentall, S.S., & Lee, D.L. (2004). Focusing attention to deep structure in math problems: Effects on elementary education students with and without deficits. Learning and Individual Differences, 14, 91-105. attentional
  • Kroesbergen, E.H., Van Luit, J.E.H. & Naglieri, J. A. (2003). Mathematical learning difficulties and PASS cognitive processes. Journal of Learning Disabilities, 36, 6, 574-582.
  • Linchevski, L., & Kutscher, B. (1998). Tell me with whom you're learning, and I'll tell you how much you've learned: Mixed-ability versus same-ability grouping in mathematics. Journal for Research in Mathematics Education, 29, 5, 533-554.
  • Mabbott, D. J. & Bisanz, J. (2008).Computational skills, working memory, and conceptual knowledge in older children with mathematics learning disabilities. Learning Disabilities, 41, 1, 15-28. Journal of
  • MEB. Dis Iliskiler Genel Mudurlugu. (2008). Ekonomik isbirligi ve gelisme teskilati (OECD) egitim faaliyetler i ve katildigimiz calismalar. OECD. http://docs.google.com/viewer?a=v&q=cache:E5ghnz6gpAoJ:digm.meb.gov.tr/uaorgu tler/OECD/OECD_kitapcik.doc
  • Olsen, S.M. (1987). The politics of mathematics education. D. Reidel Publishing Company, Holland.
  • Passolunghi, M.C. & Siegel, L.S. (2004). Working memory and access to numerical information in children with disability in mathematics. Journal of Experimental Child Psychology, 88, 348-367.
  • Resnick, L. B. & Ford, W. W. (1981). The psychology of mathematics for instruction. Hillsdale, NJ: Erlbaum.
  • Siegel, L.S., Ryan, E.B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973- 980.
  • Swanson, H.L., Harris, K.R. & Graham, S. (2003). Handbook of learning disabilities. The Guilford Press, New York.
  • Swanson, H. L. & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are important. Journal of Experimental Child Psychology, 79, 3, 294-321.
  • Tall, D. (2004). Thinking through three worlds of mathematics. Proceedings of the 28th conference of the international group for the psychology of mathematics education, 4, 281-288.
  • http://www.mathlearningdifficulties.com/
Year 2012, Volume: 7 Issue: 1 - Volume 7, Issue 1, 2012, 39 - 51, 19.05.2016

Abstract

References

  • Baroody, A. J. & Dowker, A. (2003). The development of arithmetic concepts and skills: Constructing adaptive expertise, Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carpenter, T.P., Moser, J.M., & Romberg, T.A. (1982). Addition and subtraction: A cognitive perspective, Hillsdale, N.J.: Lawrence Erlbaum Associates.
  • Desoete, A., & Roeyers, H. (2002). Off-line Metacognition – A Domain-specific retardation in young children with learning disabilities. Learning Disability Quarterly, 25, 123-139.
  • Dowker, A. (2009). What works for children with mathematical difficulties? The effectiveness of intervention schemes. Report. 00086-2009BKT-EN. Available from: http://nationalstrategies.standards.dcsf.gov.uk/node/174504
  • Fraivillig, J., Murphy, L. A. & Fuson, K. C. (1999). Advancing Children’s Mathematical Thinking in Everyday Mathematics Classroom. Journal for Research in Mathematics Education, 30, 2, 148-170.
  • Franke, M.L. & Elham, K. (2001). Learning to teach mathematics: Focus on student thinking. Theory into Practice, 40, 2, 102-109.
  • Geary, D.C., Hoard, M.K.,Nugent, L.& Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33, 3, 277-299.
  • Geary, D.C. (2004). Mathematical and learning disabilities. Journal of Learning Disabilities, 37, 1, 4-15.
  • Gersten, R. Jordan, N. C., & Jonathan, R.F. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 4, 293-304.
  • Ginsburg, H.P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30, 20-33.
  • Jordan, N. C. , Hanich, L. , & Uberti, H. Z. (2003). Mathematical thinking and learning disabilities. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills. Recent research and theory (pp. 359-383). Mahwah, NJ: Erlbaum.
  • Keeler, M.L., & Swanson, H.L. (2001). Does strategy knowledge influence working memory in children with mathematical disabilities? Journal of Learning Disabilities, 34, 418-434.
  • Kercood, S., Zentall, S.S., & Lee, D.L. (2004). Focusing attention to deep structure in math problems: Effects on elementary education students with and without deficits. Learning and Individual Differences, 14, 91-105. attentional
  • Kroesbergen, E.H., Van Luit, J.E.H. & Naglieri, J. A. (2003). Mathematical learning difficulties and PASS cognitive processes. Journal of Learning Disabilities, 36, 6, 574-582.
  • Linchevski, L., & Kutscher, B. (1998). Tell me with whom you're learning, and I'll tell you how much you've learned: Mixed-ability versus same-ability grouping in mathematics. Journal for Research in Mathematics Education, 29, 5, 533-554.
  • Mabbott, D. J. & Bisanz, J. (2008).Computational skills, working memory, and conceptual knowledge in older children with mathematics learning disabilities. Learning Disabilities, 41, 1, 15-28. Journal of
  • MEB. Dis Iliskiler Genel Mudurlugu. (2008). Ekonomik isbirligi ve gelisme teskilati (OECD) egitim faaliyetler i ve katildigimiz calismalar. OECD. http://docs.google.com/viewer?a=v&q=cache:E5ghnz6gpAoJ:digm.meb.gov.tr/uaorgu tler/OECD/OECD_kitapcik.doc
  • Olsen, S.M. (1987). The politics of mathematics education. D. Reidel Publishing Company, Holland.
  • Passolunghi, M.C. & Siegel, L.S. (2004). Working memory and access to numerical information in children with disability in mathematics. Journal of Experimental Child Psychology, 88, 348-367.
  • Resnick, L. B. & Ford, W. W. (1981). The psychology of mathematics for instruction. Hillsdale, NJ: Erlbaum.
  • Siegel, L.S., Ryan, E.B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973- 980.
  • Swanson, H.L., Harris, K.R. & Graham, S. (2003). Handbook of learning disabilities. The Guilford Press, New York.
  • Swanson, H. L. & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are important. Journal of Experimental Child Psychology, 79, 3, 294-321.
  • Tall, D. (2004). Thinking through three worlds of mathematics. Proceedings of the 28th conference of the international group for the psychology of mathematics education, 4, 281-288.
  • http://www.mathlearningdifficulties.com/
There are 25 citations in total.

Details

Other ID JA22KU35YD
Journal Section Articles
Authors

Esin Acar This is me

Publication Date May 19, 2016
Published in Issue Year 2012 Volume: 7 Issue: 1 - Volume 7, Issue 1, 2012

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APA Acar, E. (2016). What does the literature tell us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?. Educational Policy Analysis And Strategic Research, 7(1), 39-51.
AMA Acar E. What does the literature tell us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?. Educational Policy Analysis And Strategic Research. May 2016;7(1):39-51.
Chicago Acar, Esin. “What Does the Literature Tell Us about Children With Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?”. Educational Policy Analysis And Strategic Research 7, no. 1 (May 2016): 39-51.
EndNote Acar E (May 1, 2016) What does the literature tell us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?. Educational Policy Analysis And Strategic Research 7 1 39–51.
IEEE E. Acar, “What does the literature tell us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?”, Educational Policy Analysis And Strategic Research, vol. 7, no. 1, pp. 39–51, 2016.
ISNAD Acar, Esin. “What Does the Literature Tell Us about Children With Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?”. Educational Policy Analysis And Strategic Research 7/1 (May 2016), 39-51.
JAMA Acar E. What does the literature tell us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?. Educational Policy Analysis And Strategic Research. 2016;7:39–51.
MLA Acar, Esin. “What Does the Literature Tell Us about Children With Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?”. Educational Policy Analysis And Strategic Research, vol. 7, no. 1, 2016, pp. 39-51.
Vancouver Acar E. What does the literature tell us about Children with Mathematical Difficulties and Teachers’ Attitudes or Instruction Practices?. Educational Policy Analysis And Strategic Research. 2016;7(1):39-51.