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Article de revue:
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ID no. (ISBN etc.): 00222194
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Clé de citation BibTeX: Cornoldi2004
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Cornoldi, C., & Lucangeli, D. (2004). Arithmetic education and learning disabilities in italy. Journal of learning disabilities, 37(1), pp. 42–49.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:02 Dernièrement modifiée par: Sterenn Audo 2008-02-13 15:52:39
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Résumé
In the first part of this article, we briefly present the context of mathematics education in Italy and its specific programs, teaching and assessment methods, use of psychological concepts, and policies in favor of pupils with difficulties. We illustrate the importance and the role of mathematics teachers' associations. In the second part, we focus more directly on the issue of arithmetic learning and learning disabilities in Italy. Despite the absence of a specific strong tradition in the field, new perspectives regarding mathematics education are evident in Italy. The preparation of new assessment tools has proceeded together with an effort toward the identification of subtypes of arithmetic learning disabilities. A basic distinction has been made between difficulties in number processing/calculation and problem-solving tasks. Within the area of calculation, a finer distinction between numerical knowledge, speed, and accuracy seems critical, but a more articulated differentiation of subcomponents relying on modern cognitive--neuropsychological models can be used also. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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