文章基本信息

标题：EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY
本地全文：下载
作者：Kin Eng Chin ; Sai Hoe Fu
期刊名称：Journal on Mathematics Education
印刷版ISSN：2087-8885
出版年度：2021
卷号：12
期号：3
页码：531-546
DOI：10.22342/jme.12.3.14473.531-546
语种：English
出版社：Indonesian Mathematical Society
摘要：This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.
关键词：Reconnecting Learning;Intervention;Learning Disability;Dyscalculia;Mathematical Learning Difficulties