NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ775539
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-2194
Developing Mathematical Proficiency in the Australian Context: Implications for Students with Learning Difficulties
Evans, David
Journal of Learning Disabilities, v40 n5 p420-426 Sep-Oct 2007
The teaching of mathematics in Australian schools has received considerable attention over the past decade. States and territories have designed and implemented new mathematics syllabi, and education sectors have supported teachers through sustained professional learning initiatives. Whereas the major focus of these initiatives has been on students constructing mathematical knowledge from a range of learning activities and quality instruction, the education of students with difficulties in learning mathematics has been given little direct attention. This analysis of current syllabus developments and professional learning initiatives highlights the risk of exposing students with learning difficulties to fragile program designs and classroom instruction. The research literature is also examined to propose ways in which these fragilities can be addressed.
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia