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Learning Difficulties and Disabilities in Mathematics: Indian Scenario

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International Handbook of Mathematical Learning Difficulties

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Abstract

This chapter discusses the key factors that influence school education in the Indian context. India is unique with respect to its geographical, cultural, and linguistic diversity. Despite these variations there is a common framework at the national level for education from school grades I to XII. A brief account of the initiatives taken in the post-independence period in India for improving the quality of education in general and the education of children with special needs in particular is given. Specific learning disability (SLD) has been considered a benchmark disability only very recently. Because of this, the support services provided for children with SLD are very much limited in the country. Scarcity in the numbers of professionals and teachers who have expertise in the field is also another important factor. Some important initiatives have been taken to conduct research in the area of SLD, though lack of diagnostic tools in different languages is a major hurdle in this direction. Some of the studies have been comprehensive studies. An overview of those studies that are readily available to the author are given in the chapter. Studies conducted in the area of learning difficulties in mathematics and dyscalculia/mathematical disabilities are discussed, and educational implications are also discussed.

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Authors and Affiliations

  1. Department of Education, Regional Institute of Education, NCERT, Mysore, India

    S. Ramaa

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  1. S. Ramaa
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Correspondence to S. Ramaa .

Editor information

Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

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Ramaa, S. (2019). Learning Difficulties and Disabilities in Mathematics: Indian Scenario. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_19

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  • DOI: https://doi.org/10.1007/978-3-319-97148-3_19

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-97147-6

  • Online ISBN: 978-3-319-97148-3

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