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Accessing the maths curriculum; applying psychological theory to help students with specific learning difficulties and with benefits for all.
Daly, Maeve
It is important to take an ecological view of the problem of failure in mathematics, not only recognising the difficulties that are embedded at an individual level (cognitive and emotional factors), but also contextual factors (inappropriate instruction, the subject itself, curriculum and assessment) that impact on the problem. With the aim of promoting deeper conceptual understanding of mathematics, the contextual issues surrounding teaching approach in mathematics will be discussed. The extent to which appropriate instruction, which is grounded in developmental methods, alleviates difficulties at the individual level and the contextual level will be examined. This will be done through a discussion of the theory that has informed the practice of developmental methods and examples of this practice in the classroom will also be highlighted. The nature of specific learning difficulty (SLD) in the area of mathematics and of mathematics itself will be analysed first to determine why students underachieve in mathematics.
Keyword(s): Education; maths curriculum; psychological theory; students; learning difficulties; benefits
Publication Date:
2014
Type: Book chapter
Peer-Reviewed: Yes
Contributor(s): Dolan, Rose
Institution: Maynooth University
Citation(s): Daly, Maeve (2014) Accessing the maths curriculum; applying psychological theory to help students with specific learning difficulties and with benefits for all. In: Equality and Curriculum in Education. A Collection Of Invited Essays. National University of Ireland Maynooth, pp. 37-44.
Publisher(s): National University of Ireland Maynooth
File Format(s): other
Related Link(s): http://eprints.maynoothuniversity.ie/5782/1/MD_Accessing%20the%20maths.pdf
First Indexed: 2015-02-11 05:49:45 Last Updated: 2017-04-25 13:44:54