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Diagnosing students' difficulties in learning mathematics
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Tall, David and Rashidi Razali , Mohamad. (1993) Diagnosing students' difficulties in learning mathematics. International Journal of Mathematical Education in Science and Technology, Vol.24 (No.2). pp. 209222. ISSN 0020739X

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Official URL: http://dx.doi.org/10.1080/0020739930240206
Abstract
This study considers the results of a diagnostic test of student difficulty and contrasts the difference in performance between the lower attaining quartile and the higher quartile. It illustrates a difference in qualitative thinking between those who succeed and those who fail in mathematics, illustrating a theory that those who fail are performing a more difficult type of mathematics (coordinating procedures) than those who succeed (manipulating concepts). Students who have to coordinate or reverse processes in time will encounter far greater difficulty than those who can manipulate symbols in a flexible way. The consequences of such a dichotomy and implications for remediation are then considered.
Item Type:  Journal Article 

Subjects:  L Education > LB Theory and practice of education Q Science > QA Mathematics 
Divisions:  Faculty of Social Sciences > Institute of Education ( 2013) 
Library of Congress Subject Headings (LCSH):  Mathematics  Study and teaching, Mathematical ability 
Journal or Publication Title:  International Journal of Mathematical Education in Science and Technology 
Publisher:  Taylor & Francis Ltd. 
ISSN:  0020739X 
Official Date:  1993 
Volume:  Vol.24 
Number:  No.2 
Page Range:  pp. 209222 
Identification Number:  10.1080/0020739930240206 
Status:  Peer Reviewed 
Access rights to Published version:  Open Access 
References:  Bartlett F. C. , 1958: Thinking, George Allen ~ Unwin, London. 
URI:  http://wrap.warwick.ac.uk/id/eprint/512 
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