The Interpretation of Mathematical Difficulties in Primary School： Which Perspective to Choose？

作     者：Thomas Rajotte 

作者机构：Universite du Quebec en Abitibi-Temiscamingue Rouyn-Noranda Canada 

出 版 物：《Journal of Literature and Art Studies》 (文学与艺术研究（英文版）)

年 卷 期：2015年第5卷第10期

页      码：901-910页

摘      要：Research on learning difficulties in mathematics adopts one of two distinct perspectives. According to the first, learning difficulties are due to the intrinsic characteristics of the student. For supporters of the second perspective, those difficulties result from the interaction between the student and the school system. The objective of this study is to test the validity of these two perspectives in interpreting learning difficulties in mathematics among at-risk students. To this end, we collaborated with normally achieving （undiagnosed） and at-risk students. Results show that the second perspective is better suited to the interpretation of learning difficulties in mathematics students

主 题 词：mathematics problem solving learning difficulties interpretation intervention 

学科分类：0401[教育学-教育学类] 04[教育学] 

馆 藏 号：203305245...