Browsing by Subject "matematiikan oppimisvaikeus"

Mathematical learning disability has been studied relatively little in relation to the difficulty of reading and writing, even though estimates of the prevalence of these various difficulties do not appear to differ from each other. The aim of this study was to describe class teachers' and mathematics teachers' perceptions of the mathematical learning disability and different support actions concerning it. Research questions were 1. What type of conceptions does class teachers and mathematics teachers have about mathematics learning difficulty? 2. What type of conceptions does class teachers and mathematics teachers have about supporting students? This case study research data was collected by interviewing two class teachers and two mathematics teachers. The form of the interview was theme interview. Interview data analysis was carried out by using a content analysis. The result showed that class teachers had difficulties to define mathematical learning disability. They reported how the disability appears at the everyday school life. The cause of mathematical disability was related to other learning disabilities, especially dyslexia. Teachers felt that early support was important to the students who have mathematical disability. The same time the teachers felt puzzlement and inadequate. This was largely due to lack of resources, for example, special education resources are used mainly to support the difficulties of Finnish language. This means that the mathematical learning difficulties are often ignored. Mathematics teachers saw that special education as an important means of support.