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A theoretical framework for understanding students with learning difficulties in mathematics
Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
2009 (English)Conference paper, (Refereed)
Abstract [en]

In this paper, I present a theoretical model of students’ mathematical learning in a specific setting with regard to their previous experiences. Learning difficulties and special needs in mathematics is a complex issue. To reduce the complexity, researchers and educators tend to pre-define the character of the issue. I suggest another approach, which takes students’ perspective as a starting point. By focusing students as active learners, we can observe their mathematical learning objects and mathematical resources to identify learning difficulties and needs. This can serve as a starting point for pedagogical development and for further research.

Place, publisher, year, edition, pages
2009.
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-6640OAI: oai:DiVA.org:lnu-6640DiVA: diva2:327932
Available from: 2010-06-30 Created: 2010-06-30 Last updated: 2014-05-12Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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