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Children's knowledge-building in arithmetic in the compulsory school and in the special school for intellectually disabled in Sweden
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2010 (English)In: The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland / [ed] Bharath Sriraman ... [et al.], Charlotte: Information Age Pub. , 2010, 397-410 p.Chapter in book (Other academic)
Abstract [en]

Investigations have been conducted in a compulsory school and in a special school for intellectually disabled students in Sweden to examine children’s conceptual development in early arithmetic. The studies were based on the epistemology of radical constructivism and the methodology of multiple clinical interviews. A theoretical model elucidates the behavior patterns and the corresponding mental structures underlying them. The individual interviews were video recorded. In this chapter, results are shown, and various behavior patterns that emerge when the participants solve tasks in their own ways are exemplified, conceptually analyzed, and compared. The activated behavior patterns, which are responses to well-adapted contexts presented by the researcher, are compatible between children at the same conceptual level irrespective of age or type of school. The study gives substantial impetus to change the education in early arithmetic to harmonize with the children’s own ways of operating.

Place, publisher, year, edition, pages
Charlotte: Information Age Pub. , 2010. 397-410 p.
, The Montana Mathematics Enthusiast, 10
Keyword [en]
multiple clinical interview, counting schemes, conceptual progression, early arithmetic, remedial teaching, intellectually disabled
National Category
Research subject
Special Education
URN: urn:nbn:se:su:diva-53393ISBN: 978-1-61735-099-3ISBN: 978-1-61735-098-6OAI: diva2:390635
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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Department of Special Education

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