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Children’s Mathematical Learning Difficulties: Some Contributory Factors and Interventions

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International Handbook of Mathematical Learning Difficulties

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Abstract

Mathematical difficulties are a widespread problem for many children all over the world. The chapter discusses factors that predict arithmetical difficulties and interventions that are used to foster children’s mathematical skills in primary school. As factors that contribute to mathematical difficulties, national and cultural aspects, socio-economic differences, attitudes and emotions are examined. In this regard, the chapter highlights the influences of teaching methods, poverty and mathematical anxiety for math abilities and partially mathematical learning problems. Interventions in numeracy are classified in varying degrees of intensiveness (‘three waves’). The chapter analyzes advantages and disadvantages of all three ‘waves’ (whole-class approach, light-touch individualized and small-group interventions, highly intensive approach) so that factors which facilitate an intervention can be identified.

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Authors and Affiliations

  1. Mathematical Development and Disabilities Research Group, University of Oxford, Oxford, UK

    Ann Dowker

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  1. Ann Dowker
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Correspondence to Ann Dowker .

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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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Dowker, A. (2019). Children’s Mathematical Learning Difficulties: Some Contributory Factors and Interventions. 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_44

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  • DOI: https://doi.org/10.1007/978-3-319-97148-3_44

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