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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  
Dates: 


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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