Classroom Studies in Mathematics: Comenius Project

Authors

  • Therese McPhillips

Keywords:

Mathematics, Dyslexia, Special Schools, SLD, Specific Learning Disabilities

Abstract

Three classroom-based studies were undertaken in three European countries - the Netherlands, Ireland and England - to determine the similarities and differences in mathematics learning for pupils with dyslexia. These pupils were aged 11-13 years and all attended special schools for children with specific learning disabilities/dyslexia.

References

Bath, J.B., Chinn, S.J., & Knox, D. (1986). Test of cognitive style in mathematics. New York: Slosson.

Chinn, S.J. (1994). A study of the basic number fact skills of children from specialist dyslexia and normal schools, Dyslexia Review, 6 (2), 4-6.

Chinn, S.J., & Ashcroft, J.R. (1998). Mathematics for dyslexics: A teaching handbook (2nd ed.). London: Whurr.

DfEE (1999). The national numeracy strategy. Sudbury: DfEE Publications.

Heuvel-Panhuizen van den M. (1996). Assessment and realistic mathematics education. Utrecht: Freudenthal Institute.

Ireland (1999). Primary school curriculum – Mathematics. Dublin: Government Publications Office.

Streefland, L. (1991). Realistic mathematics education in primary schools. Utrecht: Freudenthal Institute.

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Published

2002-07-01

How to Cite

McPhillips, T. (2002). Classroom Studies in Mathematics: Comenius Project. REACH: Journal of Inclusive Education in Ireland, 16(1), 23–32. Retrieved from https://reachjournal.ie/index.php/reach/article/view/176

Issue

Vol. 16 No. 1 (2002)

Section

Articles

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