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Supervision of teachers based on adjusted arithmetic learning in special school
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2008 (English)In: The journal of Mathematical Behavior, ISSN 0732-3123, Vol. 27, no 4, 264-276 p.Article in journal (Refereed) Published
Abstract [en]

This article reports on 20 children’s learning in arithmetic after teaching was adjusted to their conceptual development. The report covers periods from three months up to three terms in an ongoing intervention study of teachers and children in schools for the intellectually disabled and of remedial teaching in regular schools. The researcher classified each child’s current counting scheme before and after each term. Recurrent supervision, aiming to facilitate the teachers’ modelling of their children’s various conceptual levels and needs of learning, was conducted by the researcher. The teaching content in harmony with each child’s ability was discussed with the teachers. This approach gives the teachers the opportunity to experience the children’s own operational ways of solving problems. At the supervision meetings, the teachers theorized their practice together with the researcher, ending up with consistent models of the arithmetic of the child. So far, the children’s and the teachers’ learning patterns are promising.

Place, publisher, year, edition, pages
Elsevier Inc. , 2008. Vol. 27, no 4, 264-276 p.
Keyword [en]
counting schemes, adjusted teaching, multiple clinical interviews
National Category
URN: urn:nbn:se:su:diva-53327DOI: 10.1016/j.jmathb.2009.02.001OAI: diva2:390508
Available from: 2011-01-21 Created: 2011-01-21 Last updated: 2011-01-24Bibliographically approved

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Eriksson, Göta
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