Examining teaching based on errors in mathematics amongst pupils with learning disabilities
Journal Title: European Journal of Science and Mathematics Education - Year 2016, Vol 4, Issue 4
Abstract
Teaching mathematics while learning from students? mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a basis for didactically adapted teaching. The research methodology was qualitative. Three pairs of preservice teachers (a total of six students) studying special education participated. Content analysis was performed using the Individualized Education Program and according to Hiebert and Lefevre?s cognitive learning model. The research findings support and indicate the importance of coordinating an analysis of the pupil?s errors and the choice of a didactically adapted teaching strategy, in order to achieve a more effective focus on the mathematical difficulties and the misconceptions, and thus to contribute to improving the therapeutic effectiveness and realize the student?s abilities to the maximum. The current study is thus innovative in examining the assessment of the errors in mathematics made by students with learning disabilities, not only in regards to the disability in cognitive functioning and difficulties in mathematical functioning, but also in regards to the use of conceptual and procedural mathematical knowledge by the preservice teachers and the teacher.
Authors and Affiliations
Noga Magen‐Nagar| Gordon College of Education, Haifa, Israel For correspondence: nogamagen@gmail.com
Keywords
Related Articles
- EP ID EP8122
- DOI -
- Views 394
- Downloads 28
The science-technology-society framework for achieving scientific literacy: an overview of the existing literature
This literature review intends to highlight some of the critical research that has been synthesized on the perspectives of both teachers and students and their attitudes to teaching and learning in an STS-themed learning...
Secondary school mathematics student teachers’ causal attribution for success and failure in mathematics
Attribution theory deals with the question of how individuals make judgments and seek to explain how they consider the causes of their behaviours and those of others. Attributions have the potential to affect beliefs, em...
Teachers’ choice of using practical activities - a hierarchical classification attempt
From a system theoretically grounded point of view, a hierarchy of primary and secondary impact factors influencing the mathematics teacher’s choice to use practical activities in mathematics teaching is suggested initia...
Integrating ICTs into the environmental science primary school classroom in Chegutu district, Zimbabwe: problems and solutions
This study investigated primary school teachers’ perceptions of the barriers and challenges preventing them from integrating ICTs in the environmental science classroom. The study adopted a qualitative research approach...
How does grit impact college students’ academic achievement in science?
Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects stude...