Abstract
This paper focuses on the arithmetical understandings and behaviours of one fourteen-year old student with a history of very low attainment in mathematics, as she worked on a sequence of scenario-based quotitive division (grouping) tasks with individually-tailored verbal and visuospatial support. The student's independent and co-created visuospatial representations of arithmetical structures, along with verbal comments, were analysed qualitatively using a multimodal microgenetic approach. This paper uses selected illustrative examples to discuss certain arithmeticalrepresentational changes (e.g. employment of pictorial, iconic and symbolic elements), some of the particular difficulties that may be experienced by students with impaired memory for arithmetical relationships and procedures, and potential compensatory strategies. It is intended to stand as a companion piece to the case study presented at the previous CERME TWG24 (Finesilver, 2019).
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Twelfth Congress of European Society for Research in Mathematics Education (CERME12) |
| Place of Publication | Bozen-Bolzano, Italy |
| Pages | 1-8 |
| Number of pages | 8 |
| ISBN (Electronic) | ISBN 979-1-22-102537-8 |
| Publication status | Published - 2 Feb 2022 |
Keywords
- Mathematics education
- Numeracy
- visuo-spatial
- Representations
- inclusive education
- special educational needs
- Dyscalculia
