General explanations-conditions and role in the learning process of a child with special difficulties in learning mathematics
Résumé
Children with particular difficulties in learning mathematics need to develop conceptual and lexical understanding to achieve in arithmetic. General Why-explanations play a central role in this understanding. This article presents a study in which a third-grader with difficulties in learning mathematics received weekly lessons to support mathematics learning over a period of 15 weeks in addition to regular lessons. The study focuses on the link between the task format used and the language actions encouraged by the teacher to stimulate general Why-explanations. The results show that the teacher's stimuli are of central importance. And they indicate that these explanations can be regarded as a prerequisite for transferring the recognized relationships to the next remedial session as well as to higher number ranges and to tasks with varying characteristics.
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