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ADDRESSING DIFFICULTIES IN TEACHING MATHEMATICS TO STUDENTS WITH MATHEMATICAL LEARNING DISABILITIES
DOI: 10.23951/2782-2575-2022-1-75-83
The essence and reason for the inability to master mathematics are described as a lack of working memory. This paper describes two main approaches to solving the problem of teaching mathematics to students with learning difficulties in mathematics (MLD): (1) training working memory and (2) reducing the load on working memory in the instructional process. It was found that the results of the first approach are ambiguous: Training working memory leads to its improvement, which is confirmed by the test results but may not lead to improvement of the mathematical learning process associated with the student’s working memory. This justifies the primacy of the second approach. Both previously known methods for reducing the load on working memory in mathematics instruction are presented. A computer-based mathematics learning system developed by the author aims at automating basic computational skills (arithmetics, trigonometry, geometry). It is explained how to work with the developed computer-assisted learning system, which is based on the method of interval repetitions, and empirical data on the results of the system implementation are given.
Keywords: mathematical skills, mathematics education, working memory, computer-assisted mathematics learning, interval repetitions, learning anxiety in mathematics
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Issue: 1, 2022
Series of issue: Issue 1
Rubric:
Pages: 75 — 83
Downloads: 520