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Success and failure in school mathematics: effects of instruction and school environment


Reusser, Kurt (2000). Success and failure in school mathematics: effects of instruction and school environment. European Child & Adolescent Psychiatry, 9(Suppl 2):S17-S26.

Abstract

Given the stubborn phenomenon of many children's serious difficulties and failure in mathematical learning, the hypothesis of developmental delay, or neurocognitively based deficiency should be complemented by further explanantions of children's weaknesses and substandard performance in mathematics. One obvious explanantion is that schooling and instruction for low ability children and for children with special needs is often inadequate. The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective. Constructivist learning theory, the rooting of meaningful learning in concrete modeling activities, the balancing of understanding and practice in mathematics instruction, diagnostic and adaptive teaching, computer-assisted instruction, and the role of nonmathematical stumbling-blocks are discussed as principles and factors of effective mathematics learning and teaching

Abstract

Given the stubborn phenomenon of many children's serious difficulties and failure in mathematical learning, the hypothesis of developmental delay, or neurocognitively based deficiency should be complemented by further explanantions of children's weaknesses and substandard performance in mathematics. One obvious explanantion is that schooling and instruction for low ability children and for children with special needs is often inadequate. The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective. Constructivist learning theory, the rooting of meaningful learning in concrete modeling activities, the balancing of understanding and practice in mathematics instruction, diagnostic and adaptive teaching, computer-assisted instruction, and the role of nonmathematical stumbling-blocks are discussed as principles and factors of effective mathematics learning and teaching

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27 citations in Scopus®
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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:National licences > 142-005
Dewey Decimal Classification:610 Medicine & health
Scopus Subject Areas:Health Sciences > Pediatrics, Perinatology and Child Health
Social Sciences & Humanities > Developmental and Educational Psychology
Health Sciences > Psychiatry and Mental Health
Language:English
Date:1 June 2000
Deposited On:21 Dec 2018 17:05
Last Modified:31 Jul 2020 02:47
Publisher:Springer
ISSN:1018-8827
OA Status:Green
Publisher DOI:https://doi.org/10.1007/s007870070006
Related URLs:https://www.swissbib.ch/Search/Results?lookfor=nationallicencespringer101007s007870070006 (Library Catalogue)

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