Mathematical learning difficulties subtypes classification

14Citations
Citations of this article
100Readers
Mendeley users who have this article in their library.

Abstract

This chapter highlights the innovative value of the present etiological model. First, the authors may refer to it as being multidimensional in that it proposes a transition from the one-dimensional "Dyscalculia" to the multidimensional "Mathematical Learning Difficulties," bringing into the picture mathematical domains other than the ones typically considered by the MLD literature until today. This leads to the second important feature: the model has direct implications for the field of mathematics education and may become an important tool for educators involved both in primary or secondary education. This is because the model allows to identify mathematical profiles of students early on, and these can be used to design more effective and comprehensive intervention programs, focusing on the students' strengths to compensate weaknesses and provide motivation. In fact, we believe, that in general intervention should focus mostly on the students' strengths, because this can have positive effects on motivation, while attempts to address students' weaknesses directly are likely to contribute to de motivation and further failures. Moreover, educators, from researchers to teachers, can use the model to easily create tasks for working with their students. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

Cite

CITATION STYLE

APA

Karagiannakis, G., Baccaglini-Frank, A., & Papadatos, Y. (2014). Mathematical learning difficulties subtypes classification. Frontiers in Human Neuroscience, 8(1 FEB). https://doi.org/10.3389/fnhum.2014.00057

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free