Abstract
Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a basis for didactically adapted teaching. The research methodology was qualitative. Three pairs of preservice teachers (a total of six students) studying special education participated. Content analysis was performed using the Individualized Education Program and according to Hiebert and Lefevre's cognitive learning model. The research findings support and indicate the importance of coordinating an analysis of the pupil's errors and the choice of a didactically adapted teaching strategy, in order to achieve a more effective focus on the mathematical difficulties and the misconceptions, and thus to contribute to improving the therapeutic effectiveness and realize the student's abilities to the maximum. The current study is thus innovative in examining the assessment of the errors in mathematics made by students with learning disabilities, not only in regards to the disability in cognitive functioning and difficulties in mathematical functioning, but also in regards to the use of conceptual and procedural mathematical knowledge by the preservice teachers and the teacher.
Highlights
The number of students with learning disabilities is significantly growing over the past two decades
In order to answer the research questions: How do preservice teachers assess mathematical errors made by pupils with learning disabilities with regards to their functioning difficulties? And: How do preservice teachers use mathematical errors made by pupils with learning disabilities as a basis for didactically adapted teaching strategy? Their intervention programs were analyzed through qualitative mathematical content analysis according to the model of Hiebert and Lefevre (1986), which divides the learners mathematical knowledge into conceptual mathematical knowledge and procedural mathematical knowledge
The literature shows that few studies teach about effective math teaching for students with learning disabilities who have difficulties in math, due to their focus on specific subjects (National Mathematics Advisory Panel‘s task group 2008)
Summary
The number of students with learning disabilities is significantly growing over the past two decades. Different studies show that students who have difficulties acquiring mathematical knowledge have a wide variety of learning disabilities (Geary, 1993, 2005; Strang & Rourke, 1985). The current research may contribute and enrich the existing knowledge about teaching based on mathematical errors of students with learning disabilities. The causes for learning disabilities can be divided into three paradigms: 1.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
