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'I like it instead of maths' : how pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems

Moscardini, L. (2010) 'I like it instead of maths' : how pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems. British Journal of Special Education, 37 (3). pp. 130-138. ISSN 0952-3383

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    Abstract

    This study shows how a group of 24 children in three Scottish primary schools for pupils with moderate learning difficulties responded to word problems following their teachers' introduction to the principles of Cognitively Guided Instruction (CGI). CGI is a professional development programme in mathematics instruction based on constructivist principles developed at the University of Wisconsin-Madison. The study found that the sample group of pupils were able to develop their understanding of mathematical concepts through actively engaging in word problems without prior explicit instruction and with minimal teacher adjustments. The pupils' conceptual understandings demonstrated by their solution strategies within CGI activities were generally not consistent with classroom records of assessment. The results were encouraging in illustrating the capacity of the sample group of pupils with moderate learning difficulties to reveal their mathematical thinking and considers the importance of this insight for instructional decision making.

    Item type: Article
    ID code: 16704
    Keywords: learning difficulties, primary special schools, mathematical word problems, problem solving, Primary Education, Education, Developmental and Educational Psychology
    Subjects: Education > Theory and practice of education > Primary Education
    Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Related URLs:
    Depositing user: Dr Lio Moscardini
    Date Deposited: 11 Mar 2010 15:16
    Last modified: 18 Jul 2014 08:26
    URI: http://strathprints.strath.ac.uk/id/eprint/16704

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