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ERIC Number: ED491377
Record Type: Non-Journal
Publication Date: 2005
Pages: 111
Abstractor: ERIC
ISBN: ISBN-1-4129-0358-0
Teaching Maths to Pupils with Different Learning Styles
Clausen-May, Tandi
Paul Chapman Publishing
This is a book about teaching maths to pupils with learning differences, not learning difficulties. Teaching and learning in schools is, and always has been, print based. Other ways of thinking--visual, kinaesthetic, practical--are discounted in the classroom. To become teachers, students must jump over a long series of hurdles, formal and informal, at school, at college and at university. These hurdles consist of print-based activities and assessments that demand a high level of linguistic and symbolic thought but take little account of other ways of thinking and learning. As a result, teachers are rarely selected for their visual or kinaesthetic abilities as these have little impact on their academic achievement. It is their verbal and numerical skills that have opened the doors to success, not their spatial skills. This may make it difficult for teachers to recognise spatial ability in their pupils, so real strengths and aptitudes are neglected as pupils are forced to struggle with a curriculum which is largely presented through printed materials that they find hard to access. This book contains the following chapters: (1) Introduction; (2) The Concept of Number; (3) Models for Multiplication and Division; (4) Place Value and Decimals; (5) Fractions; (6) Ratio, Proportion and Percentages; (7) Algebra; (8) Shape, Space and Measures; (9) Angles and Circles; and (10) Data Handling. It contains a conclusion, references, photocopiable resources sheets, and an index.
Paul Chapman Publishing, a SAGE Publications Company, Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Tel: 805-499-9774; Fax: 800-583-2665 (Toll Free); e-mail:; Web site:
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A