Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia

Rottmann T, Peter-Koop A (2016)
In: Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. White B, Chinnappan M, Trenholm S (Eds); Adelaide: MERGA: 568-575.

Konferenzbeitrag | Veröffentlicht| Englisch
 
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Herausgeber*in
White, B.; Chinnappan, M. ; Trenholm, S.
Abstract / Bemerkung
This paper introduces a revised model for the development of basic computation skills. The model draws on four key phases, which have proven to be important for the development of calculation strategies and stresses the use of gestures and the verbalisation of concrete and mental images. This seems to be of crucial importance for children with special needs as the case of Mia illustrates. Context is a university based intervention program that seeks to support children who struggle with the learning of basic arithmetic concepts and skills.
Stichworte
Special Needs Students; Elementary School Students; Grade 2; Computation; Skill Development; Case Studies; Mathematics Skills; Learning Disabilities; Teaching Methods; Mathematics Instruction; Models; Nonverbal Communication; Intervention; Manipulative Materials; Visualization; Verbal Learning; Data Analysis; Problem Solving
Erscheinungsjahr
2016
Titel des Konferenzbandes
Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia
Seite(n)
568-575
Page URI
https://pub.uni-bielefeld.de/record/2937634

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Rottmann T, Peter-Koop A. Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia. In: White B, Chinnappan M, Trenholm S, eds. Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Adelaide: MERGA; 2016: 568-575.
Rottmann, T., & Peter-Koop, A. (2016). Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia. In B. White, M. Chinnappan, & S. Trenholm (Eds.), Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (pp. 568-575). Adelaide: MERGA.
Rottmann, T., and Peter-Koop, A. (2016). “Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia” in Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia, White, B., Chinnappan, M., and Trenholm, S. eds. (Adelaide: MERGA), 568-575.
Rottmann, T., & Peter-Koop, A., 2016. Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia. In B. White, M. Chinnappan, & S. Trenholm, eds. Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Adelaide: MERGA, pp. 568-575.
T. Rottmann and A. Peter-Koop, “Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia”, Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia, B. White, M. Chinnappan, and S. Trenholm, eds., Adelaide: MERGA, 2016, pp.568-575.
Rottmann, T., Peter-Koop, A.: Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia. In: White, B., Chinnappan, M., and Trenholm, S. (eds.) Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. p. 568-575. MERGA, Adelaide (2016).
Rottmann, Thomas, and Peter-Koop, Andrea. “Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia”. Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Ed. B. White, M. Chinnappan, and S. Trenholm. Adelaide: MERGA, 2016. 568-575.

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