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Arithmetical thinking in children attending special schools
Stockholm University, Faculty of Social Sciences, Specialpedagogiska institutionen.
2008 (English)In: Journal of Mathematical Behavior, Vol. 27, no 1Article in journal (Refereed) Published
Abstract [en]

This article focuses on spontaneous and progressive knowledge building in “the arithmetic of the child.” The aim is to investigate variations in the behavior patterns of eight pupils attending a school for the intellectually disabled. The study is based on the epistemology of radical constructivism and the methodology of multiple clinical interviews. Theoretical models elucidate behavior patterns and the corresponding mental structures underlying them. The individual interviews of the pupils were video recorded. The results show that the activated behavior patterns, which are responses to well-adapted contexts presented by the researcher, are compatible with findings in Swedish compulsory schools. Six of the pupils’ mental structures in the study are numerical. A substantial implication for special

education is the harmonization of the content in teaching with the children’s own ways of operating, which implies a triadic teaching process.

Place, publisher, year, edition, pages
2008. Vol. 27, no 1
Keyword [en]
Remedial education, intellectually disabled, behavior patterns, arithmetic of the child, arithmetic for the child, triadic teaching process
URN: urn:nbn:se:su:diva-17798DOI: doi:0.1016/j.jmathb.2008.03.001OAI: diva2:184319
Available from: 2009-01-20 Created: 2009-01-20 Last updated: 2011-01-10Bibliographically approved

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