TY - CHAP

T1 - Characteristics of the learners

AU - Owens, Kay

AU - Yates, Shirley

N1 - The authors of this book specialised in mathematics education and education for children with special needs. They worked collaboratively internationally for a number of years at Psychology of Mathematics Education conferences and by mail. The author of this chapter has taught at Masters level in subjects provided for Support Teachers Learning Difficulties and Inclusive Education at two Universities in Australia

PY - 2022/7

Y1 - 2022/7

N2 - The emphasis in this chapter is on individual student’s physical, cognitive, social and emotional characteristics and on the strengthening and use of their capabilities for learning mathematics. Strengths such as recognising and using patterns or having a good sense of structure or size, combine with alternative perceptual paths and long-term memory to assist with mathematical inquiry and learning. In particular, these strengths help in making and having imagery for developing mathematical concepts. Among the cognitive characteristics are verbal and visual processes, establishing relationships between physical and mental objects, attention and intention, conceptual development, heuristics and approaches to inquiry, generalising and reasoning. The learner’s attitudes, beliefs, emotions, confidence, willingness to try, and learned attitudes to their place as a mathematics learner impact on their mathematical identity.

AB - The emphasis in this chapter is on individual student’s physical, cognitive, social and emotional characteristics and on the strengthening and use of their capabilities for learning mathematics. Strengths such as recognising and using patterns or having a good sense of structure or size, combine with alternative perceptual paths and long-term memory to assist with mathematical inquiry and learning. In particular, these strengths help in making and having imagery for developing mathematical concepts. Among the cognitive characteristics are verbal and visual processes, establishing relationships between physical and mental objects, attention and intention, conceptual development, heuristics and approaches to inquiry, generalising and reasoning. The learner’s attitudes, beliefs, emotions, confidence, willingness to try, and learned attitudes to their place as a mathematics learner impact on their mathematical identity.

KW - inclusive education

KW - special needs education

KW - mathematics education

KW - child psychology

KW - children with mathematical learning difficulties

UR - https://link.springer.com/book/10.1007/978-3-030-95216-7

U2 - 10.1007/978-3-030-95216-7_2

DO - 10.1007/978-3-030-95216-7_2

M3 - Chapter (peer-reviewed)

SN - 9783030952150

T3 - Research in Mathematics Education

SP - 19

EP - 45

BT - Enabling mathematics learning of struggling students

A2 - Xin, Yan Ping

A2 - Tzur, Ron

A2 - Thouless, Helen

PB - Springer

CY - Cham, Switzerland

ER -