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Tools or crutches? Apparatus as a sense-making aid in mathematics teaching with children with moderate learning difficulties

Moscardini, L. (2009) Tools or crutches? Apparatus as a sense-making aid in mathematics teaching with children with moderate learning difficulties. Support for Learning, 24 (1). pp. 35-41. ISSN 0268-2141

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Abstract

This paper challenges a view of concrete materials as abstracts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as tools, artefacts used flexibly and selectively by pupils to make sense of mathematics, rather than as crutches, devices which may support procedural competency in mathematics but with no guarantees of understanding.

Item type: Article
ID code: 16703
Keywords: mathematics, pedagogy, understanding, moderate learning difficulties, learning difficulties, Primary Education, Psychology, Education
Subjects: Education > Theory and practice of education > Primary Education
Philosophy. Psychology. Religion > Psychology
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Related URLs:
    Depositing user: Dr Lio Moscardini
    Date Deposited: 12 Mar 2010 14:16
    Last modified: 05 Sep 2014 03:14
    URI: http://strathprints.strath.ac.uk/id/eprint/16703

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