ERIC Number: ED361944
Record Type: Non-Journal
Publication Date: 1992-Aug
Reference Count: N/A
Specific Learning Difficulties in Mathematics.
Specific difficulties in mathematics tend to receive much less attention than do parallel difficulties with language. Accordingly, as its contribution to an ongoing project on children's learning difficulties and what to do about them, the Tayside (Scotland) Region decided to focus on children's specific problems with mathematics/arithmetic and the kinds of services that exist for such problems. The study attempted no direct measurement of pupil aptitudes but instead drew upon the perceptions and professional understandings of a group of Tayside secondary mathematics teachers who, in conjunction with the two directors of the main project, developed, implemented, and completed the study. Based upon these teachers' assessments, findings suggest that: (1) specific difficulties with mathematics do exist as an isolated entity; (2) these difficulties are functions of pupil attributes, perhaps inherent and relatively fixed, in interaction with the particular nature of mathematics; and (3) current practices and services can meet the needs of pupils with such difficulties to only a modest extent. Language difficulties were seen as a barrier that came between the pupil and mathematics in accessing the material, comprehending what was required, carrying it out, and communicating the results of the work. Appendices provide a review of the literature, with approximately 60 references; methodological considerations; and data gathering instruments. (JDD)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Stirling Univ. (Scotland). Dept. of Education.
Identifiers - Location: United Kingdom (Scotland)