Abstract
The introductory presentation of the first session “Learning Disabled, Classroom practice and Teacher Education” given by Petra Scherer (University of Bielefeld, Germany) focused on the connection between mathematics education and special education. Two important directions concerning the learning of individuals should be taken into account. On the one hand the child’s learning has to be analyzed and one has to ask for consequences for mathematics education. The other direction asks if and which conclusions can be drawn for the learning of low attainers from research in (regular) mathematics education. It seems that in the past special education ignored the development, the results of research in mathematics education and that pedagogical and psychological aspects had major priority. It was pointed out that further research concerning mathematics for students with special needs and empirical work with a close connection to the didactics of mathematics is necessary.
Sign-in/Register to access full text options 
Free) 
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
