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Toward a student-centred process of teaching arithmetic
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2010 (English)In: The Journal of Mathematical Behavior, ISSN 0732-3123Article in journal (Refereed) Published
Abstract [en]

This article describes a way toward a student-centred process of teaching arithmetic, where the content is harmonized with the students’ conceptual levels. At school start, one class- room teacher is guided in recurrent teaching development meetings in order to develop teaching based on the students’ prerequisites and to successively learn the students’ arith- metic. The students are assessed in interviews. Two special teachers participate and their current models of each student’s arithmetic are tested when assessing the students. The students’ conceptual diversity and the consequent different content in teaching are shown. Further, the special teachers’ assessments and the class teacher’s opinion of the new way of teaching are reported. A wide range both of the students’ conceptual levels and of the kinds of relevant problems was found. The special teachers manage their duties well and the classroom teacher has so far been satisfied with the new teaching process.

Place, publisher, year, edition, pages
Elsevier inc. , 2010.
Keyword [en]
Student-centred process of teaching; Radical constructivism; Scheme theory; Natural learning; The model of the students' arithmetic; Teaching development meetings
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Research subject
Special Education
URN: urn:nbn:se:su:diva-53330DOI: 10.1016/j.jmathb.2010.11.003OAI: diva2:390517
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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Department of Special Education

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