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Tidig aritmetisk kunskapsbildning. Ett specialpedagogiskt perspektiv
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2004 (Swedish)In: Democracy and participation. A challenge for special needs education: proceedings of the 2nd Nordic Research Conference on Special Needs Education in Mathematics / [ed] Arne Engström, Örebro: Pedagogiska institutionen, Örebro universitet , 2004, 149-161 p.Conference paper (Other academic)
Abstract [en]

Radical constructivism gives us a way of thinking about how to learn something. Learning through teaching the child as a competent communicator in a developmental perspective is in focus. What the child does when communicating about arithmetic problems is in the forefront instead of the traditional view of what communication can do with the child.


Consequently arithmetic knowledge is an individual and evolving process. Early practical forms initiate and make possible later more complex ones. Hence we set our own formal arithmetical knowledge on the side in our decisions about how to teach the child and focus on the child’s knowledge. We need to focus learning on how the child constructs inter-mental processes as a result of modifying earlier knowledge when solving arithmetic problems. A model of the child’s early arithmetic can be constructed by longitudinally analysing children’s intra-mental structures through inter-mental processes. Then learning can guide the teaching process.

Place, publisher, year, edition, pages
Örebro: Pedagogiska institutionen, Örebro universitet , 2004. 149-161 p.
, Reports from the Department of Education, Örebro University, ISSN 1650-0652 ; 7
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Research subject
Special Education
URN: urn:nbn:se:su:diva-53346ISBN: 91-7668-399-0OAI: diva2:390550
The 2nd Nordic Research Conference on special needs education in mathematics
Available from: 2011-01-22 Created: 2011-01-22 Last updated: 2011-01-24Bibliographically approved

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Eriksson, Göta
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