Abstract
Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children overcome their difficulties. Consequently, educators, practitioners and teachers are in need ofsome guidelines which help them choose teaching methods that are adapted for children with LDM. This paper proposes an interventional framework for improving skills in children who show problems in learning basic mathematics. Concretely, it suggests some guidelines which are focused on number sense and problem solving, two of the most important mathematical areas.
Highlights
Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools
Some children find more difficulties in this field than expected. These children will be referred in this paper as children with Learning Disabilities in Mathematics (LDM)
Problem solving is a complex area of mathematics, which requires knowledge from both of the above-mentioned areas and language knowledge
Summary
These characteristics will be presented in relation to the main fields of mathematical knowledge. These fields are the numerical sense, basic arithmetic operations and problem solving (Santiuste & González-Pérez, 2005). These fields are considered to follow a pyramidal structure, being the number sense the base where the learning process of basic arithmetic operations (addition, subtraction, multiplication and division) and problem solving stand These specific fields of knowledge within mathematics are influenced by various cognitive processes such as attention, memory, language and knowledge of basic concepts (e.g. size or shape)
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