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 -
