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Awareness of number in children with severe and profound learning difficulties: three exploratory case studies


Reference:

Porter, J., 2005. Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal Of Learning Disabilities, 33 (3), pp. 97-101.

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Official URL:

http://dx.doi.org/10.1111/j.1468-3156.2005.00328.x

Abstract

This paper reports on exploratory work investigating how children with severe and profound learning difficulties register an awareness of small quantities and how they might use this information to inform their understanding. It draws on studies of typically developing children and investigates their application to pupils whose response to conventional mathematical tasks are often limited because they lack relevance and interest. The responses of the three pupils to individualized learning contexts mirror the progression suggested in the literature, namely from awareness of number to simple actions using number cues to problem-solving behaviour.

Details

Item Type Articles
CreatorsPorter, J.
DOI10.1111/j.1468-3156.2005.00328.x
DepartmentsFaculty of Humanities & Social Sciences > Education
RefereedYes
StatusPublished
ID Code15701

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