Exploring MLD in mathematics education: Ten years of research

Deruaz, Michel; Dias, Thierry; Gardes, Marie-Line; Gregorio, Francesca; Ouvrier-Buffet, Cécile; Florence, Peteers; Robotti, Elisabetta

doi:10.1016/j.jmathb.2020.100807

Cited by 10 publications

(15 citation statements)

References 68 publications

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“…Reconnecting Learning was successful in helping Daisy to teach counting to the at-risk dyscalculic pupil, David. As numerous previous studies have discussed remedial interventions focused on teaching strategies (devices, tools, interactions) designed to help students progress, rather than students' cognitive abilities (Deruaz et al, 2020), the main contribution of this study is the introduction of Reconnecting Learning which is a potentially useful intervention to help at risk dyscalculic pupils to learn counting cognitively.…”

Section: Counting To the Dyscalculic Pupilmentioning

confidence: 99%

“…Mathematical learning difficulties (MLD) or disabilities are referred to as dyscalculia (Deruaz et al, 2020). Dyscalculia is due to core deficits in representing and processing numerosities (Butterworth, 2019).…”

mentioning

confidence: 99%

“…This would explain the complexities in designing appropriate interventions in remediating dyscalculic pupils. Deruaz et al (2020) concluded that there is a need for further research with pupils with dyscalculia to develop remedial intervention related to both pedagogy and mathematical content and how a teacher can help at-risk dyscalculic pupils to learn counting effectively. Individuals who have been diagnosed with dyscalculic tendencies via a dyscalculia screener or other standardized instruments are categorized as at-risk dyscalculic pupils.…”

mentioning

confidence: 99%

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Exploring the Implementation of an Intervention for a Pupil With Mathematical Learning Difficulties: A Case Study

Chin

2021

J. Math. Educ.

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This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.

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Section: Counting To the Dyscalculic Pupilmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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Exploring the Implementation of an Intervention for a Pupil With Mathematical Learning Difficulties: A Case Study

Chin

2021

J. Math. Educ.

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“…Mathematics in primary school is essential to support the potential of mathematics performance at the next level (Deruaz et al, 2020). Mathematics has a structured and organized nature (Purnomo, Salsabila, Nafisa, Rahmawati, & Mawaddah, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Primary Students’ Learning Obstacles on Plane Figures’ Perimeter and Area using Onto-Semiotic Approach

Milinia

Amir

2022

al.ibtida.snj

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Primary school students frequently encounter plane figures' perimeter and area. Using an onto-semiotic approach, this study examine students' learning challenges when learning the plane figures' perimeter and area. As part of the didactic design research, this study used an interpretive paradigm. The study included 25 fourth-grade students in one of elementary school in Sidoarjo, Indonesia. Data was gathered through tests, interviews, and documentation, as well as descriptive analysis techniques. The results showed that students face three types of learning obstacles, i.e. ontogenic, epistemological, and didactic. Students have difficulty describing plane figures, understanding mathematical situations in problems, and using mathematical procedures to solve problems using the onto-semiotic approach. This study examines students' reactions to learning about the plane figures' perimeter and area. Furthermore, the findings of this study serve as a starting point for educators, practitioners, and researchers in developing new didactic designs. So that grade four primary students can overcome the obstacles discovered.

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“…This literature study examines Sundanese ethnomathematics studies. (Deruaz et al, 2020) did this research. The study examines 10 years of MLD research in mathematics education using validated keywords.…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics in Sundanese Culture from Scopus Database: Systematic Literature Review

et al. 2022

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Ethnomathematics has also been shown to have a positive impact on students' academic development, including improved creative thinking, understanding of geometry, and algebraic skills. However, there are challenges in implementing ethnomathematics in Sundanese culture, and more research is needed to understand these difficulties and potential solutions. This literature review aims to examine the current state of research on Sundanese ethnomathematics, including definitions and characteristics of ethnomathematics used in previous studies, as well as methodological challenges and potential applications. The review is based on a systematic search of leading mathematics education journals. This research explores the use of Sundanese ethnomathematics in education and cultural understanding, utilizing a variety of research objectives and methods, including didactic design analysis, instructional design research, and ethnographic field study. The results indicate that incorporating cultural context and traditional practices, such as the use of religious symbols and specialized teaching materials, can improve students' understanding and learning of mathematics. It is suggested that educators consider incorporating elements of Sundanese ethnomathematics into their teaching practices and that further research be conducted on the impact of ethnomathematics on students' academic, social, and physical development, as well as the effectiveness of different teaching methods in various cultural settings.

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Exploring MLD in mathematics education: Ten years of research

Cited by 10 publications

References 68 publications

Exploring the Implementation of an Intervention for a Pupil With Mathematical Learning Difficulties: A Case Study

Exploring the Implementation of an Intervention for a Pupil With Mathematical Learning Difficulties: A Case Study

The Analysis of Primary Students’ Learning Obstacles on Plane Figures’ Perimeter and Area using Onto-Semiotic Approach

Ethnomathematics in Sundanese Culture from Scopus Database: Systematic Literature Review

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