Abstract
Geometry is a structural component of mathematics, with increased spatial and design requirements that cannot be easily met by students with mild disabilities. Systematic investigation of the difficulties encountered by students with mild disabilities in their effort to learn Geometry is a prerequisite for the implementation of effective intervention programs. However, research on this issue is relatively scarce. The aim of the present study was to assess the geometric knowledge of 54 students with mild disabilities (learning disabilities or ADHD) who attended the two last classes of elementary school. Participants were asked to recognize, describe and categorize geometric shapes and solid bodies that were presented in tactile mode and through pictorial representations. Semi-structured clinical interviews were used for gathering the data in the context of Curriculum Based Assessment and the Van Hiele’s model of geometrical thinking. Participants of both categories of mild disabilities presented difficulties in distinguishing shapes and bodies, properly using the terminology, and formatting inductive geometrical reasoning. Participants with learning disabilities had higher achievement when dealing with haptic relative to pictorial representations of geometric shapes and bodies. Sixth graders performed better than fifth graders. Results are discussed in terms of the differences between the two categories of mild disabilities as well as with regard to the implementation of intervention programs.
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