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Didactics as a Source and Remedy of Mathematical Learning Difficulties

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International Handbook of Mathematical Learning Difficulties

Abstract

Mathematics learning difficulties (MLD) not only become manifest in mathematics lessons but are also, as a rule—at least to some extent—caused by what happens during mathematics lessons. This statement may sound trivial to some and may be a new and even scandalous thought to others, as teachers might read it as an accusation, which is by no means intended. Much more, if there is any truth to it, it gives reason to hope that MLD, as a rule, can also be prevented or at least mitigated in their effects through changes in the ways we teach mathematics to children. To support the assertion, this chapter contributes theoretical considerations as well as empirical evidence with regard to one widely recognized key feature of MLD: the persistent use of counting strategies for solving basic addition and subtraction tasks.

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Authors and Affiliations

  1. Faculty of Education, Free University of Bozen – Bolzano, Brixen – Bressanone, Italy

    Michael Gaidoschik

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  1. Michael Gaidoschik
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Correspondence to Michael Gaidoschik .

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Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

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Gaidoschik, M. (2019). Didactics as a Source and Remedy of Mathematical Learning Difficulties. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_6

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  • DOI: https://doi.org/10.1007/978-3-319-97148-3_6

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