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Research in Mathematics Education Volume 8, 2006 - Issue 1
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Original Articles

DYSCALCULIA: MYTHS AND MODELS

Sue Gifford Roehampton University,
Pages 35-51 | Published online: 21 Apr 2008

Citations (9)

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Read on this site (3)

Elizabeth de Freitas. (2016) Number sense and the calculating child: Measure, multiplicity and mathematical monsters. Discourse: Studies in the Cultural Politics of Education 37:5, pages 650-661.
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Ann Williams. (2013) A teacher's perspective of dyscalculia: Who counts? An interdisciplinary overview. Australian Journal of Learning Difficulties 18:1, pages 1-16.
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Sue Gifford & Freda Rockliffe. (2012) Mathematics difficulties: does one approach fit all?. Research in Mathematics Education 14:1, pages 1-15.
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Articles from other publishers (6)

Tunahan FİLİZ. (2021) Matematik Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Öğretimsel Müdahalelerin Öğrencilerin Akademik Başarılarına Etkisinin İncelenmesiThe Effects of Instructional Interventions on the Academic Achievement of Students with Mathematical Learning Difficulties. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 22:4, pages 1025-1055.
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Ann-Louise Ljungblad. (2020) Pedagogical Tactfulness. Educare:4, pages 60-87.
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Müyesser ÖZTÜRK, Burcu DURMAZ & Derya CAN. (2019) Sayı Konusmalarının Diskalkulik Ortaokul Ögrencilerinin Sayı Duyularına EtkisiThe Effect of Number Talks on Number Senses' of Dyscalculic Middle School Students'. Kastamonu Eğitim Dergisi 27:6, pages 2467-2480.
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Nathalie Sinclair & Elizabeth de Freitas. (2019) Body studies in mathematics education: diverse scales of mattering. ZDM 51:2, pages 227-237.
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Yılmaz Mutlu & Levent Akgün. (2017) Matematik Öğrenme Güçlüğünü Tanılamada Yeni Bir Model Önerisi: Çoklu Süzgeç Modeli. İlköğretim Online 16:3, pages 1153-1173.
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Elizabeth de Freitas & Nathalie Sinclair. (2016) The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense. International Journal of Educational Research 79, pages 222-230.
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