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Innovation and Technology Enhancing Mathematics Education pp 77–106Cite as

Using Digital Environments to Address Students’ Mathematical Learning Difficulties

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Part of the book series: Mathematics Education in the Digital Era ((MEDE,volume 9))

Abstract

The need to deal with different cognitive necessities of students in the mathematical classroom, and in particular of students who persistently fail in mathematics, frequently referred to as “having mathematical learning difficulties or disabilities” (MLD), has become an important topic of research in mathematics education and in cognitive psychology. Though frameworks for analyzing students’ difficulties and/or for designing inclusive activities are still quite fragmentary, the literature rather consistently suggests that technology can support the learning of students with different learning characteristics. The focus of this chapter is on providing insight into this issue by proposing analyses of specific software with a double perspective. We will analyze design features of the selected software, based on the potential support these can provide to students’ learning processes, in particular those of students classified as having MLD. We will also analyze some interactions that actually occurred between students and the software, highlighting important qualitative results from recent studies in which we have been involved.

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Notes

  1. 1.

    There are four types of learning disabilities recognized at the moment in Italy: dyslexia, dyscalculia, dysgraphia, dysorthographia (LEGGE 8 ottobre 2010, n. 170, Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico).

  2. 2.

    In some “extreme” cases Italy grants a special education teacher to the student in need, who will sit next to the student during given hours of the student’s regular school schedule.

  3. 3.

    For a complete list of the principles, guidelines and checkpoints and a more extensive description of CAST’s activities, visit http://www.udlcenter.org.

  4. 4.

    See http://www.udlcenter.org/aboutudl/udlevidence.

  5. 5.

    See http://www.udlcenter.org/aboutudl/whatisudl.

  6. 6.

    For further details see: http://www.udlcenter.org/aboutudl/whatisudl/3principles.

  7. 7.

    The items are taken from the interactive list at http://www.udlcenter.org/research/researchevidence.

  8. 8.

    For a more complete discussion see volume 42(4) of the Journal of Cross-Cultural Psychology.

  9. 9.

    Sometimes fingers are used also to represent numbers larger than 10, but in this case the meanings referred to by different fingers must be different (for example 4 and 13 might be represented raising the same fingers: 1 on one hand and 3 on the other) which can be confusing for children.

  10. 10.

    See https://itunes.apple.com/us/app/touchcounts/id897302197?mt=8.

  11. 11.

    See the app Motion Math: Fractions at http://motionmathgames.com/motion-math-game/.

  12. 12.

    For a more detailed description of these environments see www.alnuset.com.

  13. 13.

    Of course the representations of the numerical sets are accomplished on a computer, so the sets are actually finite and discrete, but they simulate—with some limitations—the properties of the number sets they represent.

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Authors and Affiliations

  1. Università Di Torino, Torino, Italy

    Elisabetta Robotti

  2. Università Di Pisa, Pisa, Italy

    Anna Baccaglini-Frank

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  1. Elisabetta Robotti
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  1. Università di Bari Aldo Moro, Bari, Italy

    Eleonora Faggiano

  2. Università di Torino, Torino, Italy

    Francesca Ferrara

  3. Università di Bari Aldo Moro, Bari, Italy

    Antonella Montone

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Robotti, E., Baccaglini-Frank, A. (2017). Using Digital Environments to Address Students’ Mathematical Learning Difficulties. In: Faggiano, E., Ferrara, F., Montone, A. (eds) Innovation and Technology Enhancing Mathematics Education. Mathematics Education in the Digital Era, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-319-61488-5_5

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