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. 209-222. doi:10.1080/0020739930240206 ISSN 0020-739X.

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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:	0020-739X
Official Date:	1993
Dates:	Date Event 1993 Published
Volume:	Vol.24
Number:	No.2
Page Range:	pp. 209-222
DOI:	10.1080/0020739930240206
Status:	Peer Reviewed
Access rights to Published version:	Open Access (Creative Commons)

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