Browsing by Author "Ervasti, Marianna"

The purpose of the study was to research class teachers' perspectives on mathematical difficulties, identification of difficulties and how teachers justify support that they use. Earlier research has shown that about half of the pupils, who have mathematical difficulties, don't get at all or enough remedial education or part-time special education. In other words there is need to explain, why pupils don't get the support that they need. The theoretical framework of the study consists of definition of mathematical difficulties from cognitive, affective and environmental perspectives. Additionally I have dealt with identification and assessment of mathematical difficulties at a general level and also at the school context. Research data consist of five theme interviews, which were made to class teachers in metropolitan area in Finland. Class teachers were from three different schools and everyone had at least four years' experience in teaching. Theme interviews were made in December 2014. Research was qualitative case study. Transcribed interviews were analyzed by using content analysis. Research result was that class teachers' definition of mathematical difficulties was focused on cognitive weaknesses. The other result was that teachers used widely observation and somewhat exams in identifying mathematical difficulties. Cooperation in identification didn't stand out compared to observation and exams. The challenge in identification for example was, that teachers felt like they couldn't identify difficulties early enough or they didn't had the knowledge to assess, what causes mathematical difficulties. It seemed that the teacher's action was the main component in identifying difficulties. Third result was that some teachers primarily supported pupils in the classroom than offered them remedial education or part-time special education. Also the schools resources were a challenge for the remedial support or part-time special education. However it seemed that pupils were getting support even if they didn't get support as a remedial support or as a part-time special education. The results of the study raise a concern over, what kind of mathematical difficulties are noticed and supported in schools. Perhaps schools should notice better also the affective part of the mathematical difficulties and also emphasize cooperation in identification of difficulties and in planning the support.