Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628848
Title: Addition and subtraction calculations : a study exploring the views and strategies of children with mathematical learning difficulties (Dyscalculia) in Key Stage 2
Author: Milewa, Donald T.
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2012
Availability of Full Text:
Access from EThOS:
Abstract:
This study investigates the views, perceptions, and strategies of children with mathematical learning difficulties (MD). Its main focus is on how they construct their understanding of addition and subtraction calculations. The study offers an insight into the way children with mathematical difficulties attempt to solve addition and subtraction calculations up to 50 and the strategies they use. Three boys and three girls in Key Stage 2 from two primary schools took part in the study. The participants had been identified as experiencing learning difficulties in mathematics according to the Local Authority identification criteria. The study was conducted using semi structured and task based clinical interviews. The data was analysed using Nvivo 8 to identify common themes for discussion. Task based clinical interviews link with the explanatory nature of the research and its aim of investigating how children with MD construct arithmetic understanding. The study showed children . liked practical maths such as card games and making robots. They liked help from their teachers or peers. The results showed all children experienced difficulties with counting procedures, misconceptions, using informal strategies, understand commutative rule and they showed signs of stress and anxiety during maths tasks. The research contributes towards new knowledge in the area of mathematical learning difficulties with regard to how these children construct their arithmetic understanding and their views about learning maths. The data suggests that the current generic intervention for these children does not work and it recognises the importance of an early diagnostic and identification of arithmetic difficulties. The study highlights the need for training of staff in schools to support the early identification of mathematical learning difficulties. The data provides the researcher with greater understanding of the children's views, strategies and understanding of their arithmetic learning and the need for further research in the area of mathematical difficulties.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.628848  DOI: Not available
Share: