Relevant bibliographies by topics / Mathematical difficulties

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematical difficulties'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Mathematical difficulties.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Mathematical difficulties"

1

Lucangeli, Daniela, and Silvia Cabrele. "Mathematical Difficulties and ADHD." Exceptionality 14, no. 1 (January 2006): 53–62. http://dx.doi.org/10.1207/s15327035ex1401_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

O'Dell, Jerry W., and Sylvia Von Kluge. "Mathematical Difficulties in Statistics." Psychological Reports 72, no. 2 (April 1993): 495–98. http://dx.doi.org/10.2466/pr0.1993.72.2.495.

Full text
Abstract:
79 and 120 students in classes in Psychological Statistics were tested in 1976 and 1991, respectively, with a mathematical readiness test devised by Brown in 1933. A general decline in mathematical ability as measured by the test was found, especially with items involving mathematical reasoning and algebra. Over-all mean scores dropped significantly from 18.8 to 16.6.
APA, Harvard, Vancouver, ISO, and other styles
3

Samsul Hadi et al.,, Samsul Hadi et al ,. "Students\' Difficulties in Solving Mathematical Problems." International Journal of Educational Science and Research 8, no. 1 (2018): 55–64. http://dx.doi.org/10.24247/ijesrfeb20188.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Andrade Medeiros, Amanda Marina, and Cristiano Alberto Muniz. "Mathematical learning difficulties: a subjective production." Mathematics Enthusiast 19, no. 1 (January 1, 2022): 28–54. http://dx.doi.org/10.54870/1551-3440.1544.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chodura, Sabrina, Jörg-Tobias Kuhn, and Heinz Holling. "Interventions for Children With Mathematical Difficulties." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 129–44. http://dx.doi.org/10.1027/2151-2604/a000211.

Full text
Abstract:
The purpose of this study was to meta-analyze the effectivity of interventions for children with mathematical difficulties. Furthermore, we investigated whether the fit between characteristics of participants and interventions was a decisive factor. Thirty-five evaluation studies that used pre-post-control group designs with at least 10 participants per group were analyzed. Using a random-effects model, we found a high, significant mean effect ( [Formula: see text] = 0.83) for the standardized mean difference. Moreover, a significant effect was found for studies that used direct or assisted instruction, that fostered basic arithmetical competencies, and that used single-subject settings. Effect size was not moderated by administration mode (computer-based vs. face-to-face intervention) or by whether interventions were derived from theory. Interventions for children with at-risk dyscalculia were effective on average. Results of the fit between characteristics of the participants and intervention characteristics are provided. In summary, mathematics interventions are found to be effective for children with mathematical difficulties, though there was a high effect size variance between studies.
APA, Harvard, Vancouver, ISO, and other styles
6

Reimann, Giselle, Janine Gut, Marie-Claire Frischknecht, and Alexander Grob. "Memory abilities in children with mathematical difficulties: Comorbid language difficulties matter." Learning and Individual Differences 23 (February 2013): 108–13. http://dx.doi.org/10.1016/j.lindif.2012.10.017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kroesbergen, Evelyn H., Johannes E. H. Van Luit, and Jack A. Naglieri. "Mathematical Learning Difficulties and PASS Cognitive Processes." Journal of Learning Disabilities 36, no. 6 (November 2003): 574–82. http://dx.doi.org/10.1177/00222194030360060801.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nur, I. R. D., T. Herman, and S. Ningsih. "Working Memory in Students with Mathematical Difficulties." IOP Conference Series: Materials Science and Engineering 335 (April 2018): 012114. http://dx.doi.org/10.1088/1757-899x/335/1/012114.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chan, Winnie Wai Lan, and Terry Tin-Yau Wong. "Subtypes of mathematical difficulties and their stability." Journal of Educational Psychology 112, no. 3 (April 2020): 649–66. http://dx.doi.org/10.1037/edu0000383.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cester, Ilaria, Giovanna Mioni, and Cesare Cornoldi. "Time processing in children with mathematical difficulties." Learning and Individual Differences 58 (August 2017): 22–30. http://dx.doi.org/10.1016/j.lindif.2017.07.005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Mathematical difficulties"

1

Bull, Rebecca. "Cognitive deficits underlying children's mathematical difficulties." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/15456.

Full text
Abstract:
Many children have difficulties learning mathematics, and the consequences of poor mathematical skills are very far reaching. Studies examining the reasons why children struggle to learn mathematics are scarce, particularly in comparison to studies examining reading difficulties. The studies reported in this thesis attempted to provide insights into the cognitive limitations that may lead some children to have difficulties learning mathematics, re-examining some of the cognitive deficits already thought to be associated with mathematical difficulties, as well as providing the starting point for new lines of enquiry. Five main studies are reported. Four of these studies examined a range of cognitive skills and identify a number of fundamental cognitive mechanisms as playing a role in children's mathematical skills, these being a slowness in the speed of processing information, poor control of executive functioning, evidenced through difficulty switching strategies and poor self-regulation of actions, and a delay in the automatization of basic arithmetic facts. The final study aimed to investigate the implications of these recognised cognitive difficulties in the teaching of mathematics, and explored the use of two different teaching strategies, rote learning of basic arithmetic facts and a discussion method to allow alternative methods of solution to be learned, both of which attempted to overcome some of these cognitive limitations. Rote learning was found to be an effective device to improve performance in different areas of mathematical skill. The implications of this research and the foundations for future research are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
2

Boustead, Therese Mary. "Undergraduate difficulties: algebraic skills and mathematical comprehension." Thesis, University of Canterbury. Mathematics and Statistics, 1999. http://hdl.handle.net/10092/5639.

Full text
Abstract:
Many first year university students struggle with mathematics. Observations in senior mathematics classes in four New Zealand secondary schools highlighted potential undergraduate problems, especially with algebraic and mathematical reading skills. In this thesis, these two areas are investigated further. In the first part of the thesis, an analysis is done of algebraic tests given to first year university mathematics students. From the results there emerged five main categories of common consistent algebraic difficulties. These categories not only emerged the following year with a similar group, but senior secondary school and second year undergraduate mathematics students also displayed them. Overall, the conclusion was that these categories of algebraic difficulties formed from the research did not appear to improve with higher mathematical learning. A second area for the investigation of undergraduate difficulties was in the field of reading to learn mathematics. The results of a questionnaire survey confirmed that students were not only resistant to reading mathematical text, but they did not appear to have the skills to read expository text. Many students used a narrative, surface approach to mathematical reading that resulted in very little of a topic being understood. Further analysis using a variety of extracts, case studies, interviews and written answers led to the formation of a mathematical reading model based on generative comprehension research by Wittrock (1990) and interactive reading research by Dechant (1991). For mathematical text, critical linkages were often symbol-symbol linkages requiring a higher level of comprehension than narrative text. These critical linkages were predominantly located at an inner text layer. A major deterrent to reading mathematical text for students is the difficulty in locating these critical linkages in hard-copy text. Further investigations compared hard copy text with various types of software designed for self-study purposes. Some of the software was found to be better at directing students to these critical linkages while others were not so successful.
APA, Harvard, Vancouver, ISO, and other styles
3

Durand, Marianne. "Nonverbal learning difficulties : mathematical and cognitive deficits." Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424523.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cheng, Po-kwan Jamie, and 鄭寶君. "Exploring the identification of children with specific mathematical difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589938.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lebens, Morena. "The cognitive and affective dimensions of mathematical difficulties in schoolchildren." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/the-cognitive-and-affective-dimensions-of-mathematical-difficulties-in-schoolchildren(2f01fc99-d995-4e3c-8ae3-0797f8c3886c).html.

Full text
Abstract:
Previous research (eg Barrouillet & Lepine, 2005; Cummings and Elkins, 1999) suggests that children with mathematical difficulties (MD) use inefficient problem solving strategies and lack computational fluency. This thesis extends existing research by investigating the cognitive and affective dimensions of mathematical difficulties in schoolchildren using a variety of methodological approaches. The principal aim is to identify the characteristics of children with MD and compare them with children of average ability, to identify the factors relevant to the learning of mathematics. In the existing literature (eg Baptist et. al., 2007), mathematical difficulties are primarily defined in terms of a cognitive deficit. However, learning may not only be a function of cognitive processes, and affective responses such as anxiety or attitude may play an important role in the learning of mathematics (Me Leod, 1994). To investigate the relative salience of these factors, an instrument to measure affective responses towards mathematics in schoolchildren was developed. This instrument was then utilised to investigate differences in maths anxiety, self efficacy, perceptions of the learning environment and attitudes towards the teacher between children with MD and children of average mathematical ability. In order to investigate the cognitive aspects of MD, dual task experiments were used to examine the role of subvocal rehearsal in arithmetic problem solving Mathematical problems were coupled with either a phonological or a neutral secondary task to find out how children with MD and average ability children use phonological working memory resources in arithmetic. The cognitive aspects of MD for the learning process were addressed by evaluating two different types of mathematics instruction. A protocol analysis illustrated how the format of instruction affected children's use of arithmetic problem solving strategies and how strategy usage was influenced by individual differences in information processing. Overall, the results suggest that the cognitive processing deficits of children with MD seem to result from inefficient problem-solving strategy usage which occupies cognitive resources, however, problem solving was improved via a direct instruction intervention which provided worked-out examples and model strategies. A follow-up analysis found that the interventions for children with MD would need to go beyond the learning of specific abilities in order to produce sustainable long-term effects on school achievement.
APA, Harvard, Vancouver, ISO, and other styles
6

Thor, Emma. "Undervisa elever i matematiksvårigheter : Vad grundar sig forskningen på?" Thesis, Malmö universitet, Malmö högskola, Institutionen för naturvetenskap, matematik och samhälle (NMS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40798.

Full text
Abstract:
Syftet med studien är att göra en kunskapsöversikt om vad forskningen inom matematiksvårigheter grundar sitt underlag på. Resultatet av studien visar att forskningen av elever i matematiksvårigheter inte ses ur en helhet, utan matematiksvårigheterna ses som antingen biologiska hos individen eller med ett omvärldsperspektiv. Detta göra att de olika studierna missar faktorer som kan påverka resultatet. Studien visar även att forskningen har en ensidig syn på elever i svårigheter och hur urvalet av informanterna väljs ut. Forskningen bedrivs inte heller ien naturlig social miljö vilket gör att undervisningen och lärarens roll inte är i fokus eller finns med alls i forskningen. Det kan påverka hur resultaten kan tillämpas på elever i en verklig skolmiljö.
APA, Harvard, Vancouver, ISO, and other styles
7

Westenskow, Arla. "Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1368.

Full text
Abstract:
This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifthgrade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives—at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students’ resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction.
APA, Harvard, Vancouver, ISO, and other styles
8

Sadaghiani, Homeyra R. "Conceptual and mathematical barriers to students learning quantum mechanics." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123878116.

Full text
Abstract:
Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xvii, 321 p.; also includes graphics (some col.). Includes bibliographical references. Available online via OhioLINK's ETD Center
APA, Harvard, Vancouver, ISO, and other styles
9

Chan, Mee-yin Becky. "Exploring the cognitive profile of Hong Kong Chinese children with mathematics difficulties." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41547524.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Thompson, Helen, and Yvonne Petersson. "Räkna - Läsa - Minnas : Vilka samband finns det?" Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13839.

Full text
Abstract:
Syftet med studien är att undersöka samband som visas tydligt hos elever i både matematiksvårigheter samt fonologiska svårigheter. Studien har genomförts på elever i årskurs 7 som uppvisat matematiska såväl som fonologiska svårigheter. Resultatet baseras på en filmad observation där eleverna fått lösa ett urval uppgifter konstruerade utifrån svårigheter gällande grundläggande taluppfattning och aritmetik. Elever med fonologiska svårigheter såväl som bristande arbetsminne visar sig ha svårigheter när det gäller att automatisera tabellkunskap såväl som utföra beräkningar gällande de fyra räknesätten.
The purpose of the study is to research what correlation is apparent in students with both mathematical and phonological difficulties. The study has been conducted with 7th grade students who have shown both mathematical and phonological difficulties. The result is based on a filmed observation where the students solved a selection of tasks constructed based on problems with basic number sense and arithmetic. Students with phonological difficulties as well as inadequate working memory are showing problems when it comes to automated knowledge of the multiplication table as well as performing calculations concerning arithmetic.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Mathematical difficulties"

1

Fritz, Annemarie, Vitor Geraldi Haase, and Pekka Räsänen, eds. International Handbook of Mathematical Learning Difficulties. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Children and number: Difficulties in learning mathematics. Oxford [Oxfordshire], UK: B. Blackwell, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Finlay, Paul N. Conceptual difficulties in teaching a methodology for mathematical modelling. Loughborough: Loughborough University of Technology, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lever, I. M. Specific learning difficulties and mathematical understanding: An investigation of diagnostic testing. [Guildford]: [University of Surrey], 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mathematical learning difficulties in the secondary school: Pupil needs and teacher roles. Milton Keynes [Buckingshamshire]: Open University Press, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chinn, Stephen J. More trouble with maths: A teacher's complete guide to identifying and diagnosing mathematical difficulties. Abingdon, Oxon: Routledge, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

The trouble with maths: A practical guide to helping learners with numeracy difficulties. London: Routledge, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Dorian, Yeo, ed. Dyscalculia guidance: Helping pupils with specific learning difficulties in maths. London: NferNelson Pub. Co., 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Abu, Mohd Salleh. An exploratory study of mathematical difficulties experienced by the pre-university students at universiti teknologi Malaysia and the relation to the structure of mathematical ability. Uxbridge: Brunel University, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Morgan, Alan T. A study of the difficulties experienced by engineering students in higher education with mathematics and related subjects and their relevance to the structure of mathematical ability. Uxbridge: Brunel University, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Mathematical difficulties"

1

Lindberg, Rachel, and Rhonda Douglas Brown. "Mathematical Difficulties and Exceptionalities." In Neuroscience of Mathematical Cognitive Development, 97–118. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76409-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Baccaglini-Frank, Anna, and Pietro Di Martino. "Mathematical Learning Difficulties and Dyscalculia." In Encyclopedia of Mathematics Education, 543–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Baccaglini-Frank, Anna, and Pietro Di Martino. "Mathematical Learning Difficulties and Dyscalculia." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_100018-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gilmore, Camilla, Silke M. Göbel, and Matthew Inglis. "Individual Differences and Mathematical Difficulties." In An Introduction to Mathematical Cognition, 93–119. Matthew Inglis. Description: Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315684758-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Eisenberg, Theodore. "Functions and Associated Learning Difficulties." In Advanced Mathematical Thinking, 140–52. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47203-1_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Passolunghi, Maria Chiara, and Hiwet Mariam Costa. "Working Memory and Mathematical Learning." In International Handbook of Mathematical Learning Difficulties, 407–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Paugam, Frédéric. "Mathematical Difficulties of Perturbative Functional Integrals." In Towards the Mathematics of Quantum Field Theory, 375–92. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04564-1_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Prediger, Susanne, Kirstin Erath, and Elisabeth Moser Opitz. "The Language Dimension of Mathematical Difficulties." In International Handbook of Mathematical Learning Difficulties, 437–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Resnick, Ilyse, Nora S. Newcombe, and Nancy C. Jordan. "The Relation Between Spatial Reasoning and Mathematical Achievement in Children with Mathematical Learning Difficulties." In International Handbook of Mathematical Learning Difficulties, 423–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Reeve, Robert A. "Mathematical Learning and Its Difficulties in Australia." In International Handbook of Mathematical Learning Difficulties, 253–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Mathematical difficulties"

1

Baranova, Nina, and Leonid Sorokin. "OVERCOMING COGNITIVE DIFFICULTIES FOR DEVELOPMENT MATHEMATICAL THINKING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1067.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sánchez Lasheras, Fernando, and Manuel José Fernández Gutiérrez. "MATHEMATICAL DIFFICULTIES OF FIRST YEAR UNIVERSITY STUDENTS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1390.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vintere, Anna. "A study on learning difficulties related to dyscalculia and mathematical anxiety." In Research for Rural Development 2021 : annual 27th International scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2021. http://dx.doi.org/10.22616/rrd.27.2021.047.

Full text
Abstract:
This article discusses two math learning disorders: dyscalculia and mathematical anxiety. Dyscalculia is a cognitive disorder, math anxiety – emotional. Dyscalculia is a mathematics learning difficulty which is a brain-based condition connected to information organization and proceeding. In turn, mathematical anxiety is one of the emotional factors that causes learning difficulties in mathematics. Therefore, to promote progress in mathematics, the aim of this study is to identify learning difficulties in mathematics from the perspective of teachers and parents, to identify existing experiences in overcoming these learning difficulties in mathematics, and to determine the support needed by teachers. To achieve this goal, both parents and teachers have been surveyed as part of this study. About one-fifth of students have signs of dyscalculia, but 25% – mathematical anxiety. In Latvia, the most problematic type of dyscalculia is the ability to perform mathematical activities and perform both operational and practical calculations, but mathematical anxiety is equally common at all stages of education. According to a survey of teachers, only 7% of students have no mathematics learning difficulties. Parents associate children’s learning difficulties with the organization of the learning process (intensive curricula, when the teacher does not have the opportunity to implement a differentiated / individual approach), as well as teachers’ attitudes. Research shows that teachers are unable or unaware of how to determine whether a student has dyscalculia or math anxiety and do not have appropriate skills, know-how or training to help a student who experiences learning disabilities and difficulties with mathematics.
APA, Harvard, Vancouver, ISO, and other styles
4

Nassehi, Farhad, Mertcan Ozdemir, and Osman Erogul. "Investigating EEG Based Marker for Diagnosis of Mathematical Difficulties." In 2020 28th Signal Processing and Communications Applications Conference (SIU). IEEE, 2020. http://dx.doi.org/10.1109/siu49456.2020.9302409.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yi, Qiang, Li Xingnan, and Zhou Jingui. "Mathematical education (computer application) professional facing difficulties and countermeasures." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028739.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Žakelj, Amalija, Darjo Felda, and Mara Cotič. "Assistance to Pupils with Learning Difficulties in Mathematics." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.519z.

Full text
Abstract:
In the paper we are going to discuss in what ways the teacher ought to educate pupils who experience different difficulties in learning mathematics. The conduct of teachers in planning and implementing the learning process from the perspective of assistance to pupils with learning difficulties are closely related with their views and notions about the relevance of individual mathematical contents as well as with their concepts of teaching, knowledge, teacher’s and pupil’s role in the classroom. A conceptual design of the model has been created, which is based on the following premises of quality learning and teaching for pupils with learning difficulties: Making sense of mathematical knowledge from the perspective of providing assistance to pupils with learning difficulties; Education as a mutual activity of the learner and the teacher (the principle of mutual responsibility); and The principle of participation of the pupil in the planning, implementation, and evaluation of learning and teaching.
APA, Harvard, Vancouver, ISO, and other styles
7

Zubarev, A. V., E. S. Anikin, and A. O. Zvonov. "Top-down reinforced rubber cushions design: Levels, mathematical models, practice difficulties." In 2015 International Conference on Mechanical Engineering, Automation and Control Systems (MEACS). IEEE, 2015. http://dx.doi.org/10.1109/meacs.2015.7414871.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rasmuin. "Difficulties in mathematics education (mapping literature of international metadata in the last 10 years)." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.09.

Full text
Abstract:
It is necessary to map the results of previous studies to conduct new research. The mapping is to obtain information about the novelty of the research to be carried out. Then, it needs a mapping of what has been done by previous researchers. This study aims to map the studies that have been carried out around the world on difficulties in learning mathematics. This research is literature review research with the type of mapping. Data consist of 1,000 research articles indexed by Google Scholar from 2013 to 2022, which were collected with Publish or Perish software using the keywords difficulties in mathematics education. Mapping analysis was carried out using VOSviewer software that images were then interpreted. Mapping is done on learning difficulties in mathematics, difficulty in learning mathematics seen from the abstract with a minimum occurrence of 15 and 10, difficulty in learning mathematics is related to mathematical learning difficulty, difficulty in learning mathematics if it is seen as a relationship if mathematics is applied in studying science, difficulty in learning mathematics is related to the application of realistic mathematics education, and difficulties in learning mathematics related to instruction. The results showed that difficulties in learning mathematics focused on mathematical concepts, applying mathematics in science, word problems, unclear instructions, limited time, and students' mathematics anxiety and ability.
APA, Harvard, Vancouver, ISO, and other styles
9

Lin, Shih-Yin, Alexandru Maries, and Chandralekha Singh. "Student difficulties in translating between mathematical and graphical representations in introductory physics." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789699.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sandie, Purwanto, Subanji, and Erry Hidayanto. "Student difficulties when constructing a hidden bridge to solve dynamic event problems." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000792.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Mathematical difficulties"

1

Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

Full text
Abstract:
The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
APA, Harvard, Vancouver, ISO, and other styles
2

Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

Full text
Abstract:
An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
APA, Harvard, Vancouver, ISO, and other styles
3

Tackling mathematical difficulties in transport theory education: insight from semiotics. Purdue University, August 2018. http://dx.doi.org/10.5703/1288284316858.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Mathematical difficulties' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography