ERIC Number: ED332431
Record Type: Non-Journal
Publication Date: 1991-Jan
Reference Count: N/A
Dysmathematics: Facts and Theories Concerning Mathematics Learning for Handicapped Pupils. Education and Psychological Interactions, No. 106.
This literature review explores the phenomenon of dysmathematics and problems in its definition. Dysmathematics is suggested as a modern term for low achievement in mathematics. This document addresses: (1) concomitant variables associated with dysmathematics; (2) mathematical characteristics of dysmathematicians; (3) diagnosis and prescription and their basis; (4) error patterns; (5) remediation of pupils with mathematical disabilities; and (6) didactics in mathematics for handicapped students. A theory describing dysmathematics as a set of complex and multi-factored disabilities is emphasized. Three major remediation models are presented: the content deviation model, the behavior deviation model, and the factor-interplay model, which proposes that mathematical learning should simultaneously comprise both subject matter and learner reactions. Further constructivist approaches to remediation are called for, with increased emphasis on play didactics. Includes 203 references. (PB)
Descriptors: Dyscalculia, Elementary Education, Error Patterns, Foreign Countries, Handicap Identification, Learning Disabilities, Learning Theories, Low Achievement, Mathematics Anxiety, Mathematics Instruction, Mathematics Skills, Models, Play, Remedial Mathematics, Student Characteristics, Teaching Methods
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Lund Univ. (Sweden). Malmo School of Education.