Daly, Maeve
(2014)
Accessing the maths curriculum; applying
psychological theory to help students with
specific learning difficulties and with benefits
for all.
In:
Equality and Curriculum in Education. A Collection Of Invited Essays.
National University of Ireland Maynooth, pp. 37-44.
Abstract
It is important to take an ecological view of the problem of failure in mathematics, not
only recognising the difficulties that are embedded at an individual level (cognitive and
emotional factors), but also contextual factors (inappropriate instruction, the subject itself,
curriculum and assessment) that impact on the problem. With the aim of promoting deeper
conceptual understanding of mathematics, the contextual issues surrounding teaching
approach in mathematics will be discussed. The extent to which appropriate instruction,
which is grounded in developmental methods, alleviates difficulties at the individual level and
the contextual level will be examined. This will be done through a discussion of the theory
that has informed the practice of developmental methods and examples of this practice in the
classroom will also be highlighted. The nature of specific learning difficulty (SLD) in the area
of mathematics and of mathematics itself will be analysed first to determine why students
underachieve in mathematics.
| Item Type: |
Book Section
|
| Keywords: |
maths curriculum; psychological theory; students;
learning difficulties; benefits; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
5782 |
| Depositing User: |
IR Editor
|
| Date Deposited: |
09 Feb 2015 14:37 |
| Publisher: |
National University of Ireland Maynooth |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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