Search

Search Results

• Why some children fail? Analyzing a test and the possible signs of learning disorders in an answer sheet: dedicated to the memory of Julianna Szendrei

  251-268

  Katalin Fried

  Views:

  4

  Teachers and educators in mathematics try to uncover the background of the mistakes their students make for their own and their students' benefit. Doing this they can improve their teaching qualities, and help the cognitive development of their pupils. However, this improvement does not always support their students with learning disorders, since their problem is not caused by wrong attitude or lack of diligence. Therefore, it is the interest of a conscientious teacher to recognize whether the weaker performance of a student is caused by learning disorders, so the helping teacher can give useful advices. Although the teacher is not entirely responsible for the diagnosis, but (s)he should be be familiar with the possible symptoms in order to make suggestions whether or not to take the necessary test of the learning disorders.
  In this article, through examining a test and the answer sheet of a single student, I show some signs that might be caused by learning disorders.

• Willy Servais and Tamás Varga A Belgian Hungarian perspective on teaching school mathematics

  29-38

  Dirk De Bock

  Views:

  64

  Willy Servais and Tamás Varga had a major influence on the development of mathematics education during the 1960s and 1970s, both in their home countries and internationally. In 1971 they jointly published Teaching School Mathematics–A Unesco Source Book, a review of curriculum reforms that were under way in different parts of the world. The book, presenting several modern syllabuses as well as examples of classroom techniques and segments of teacher-student dialogues, provided an often consulted guide to the field of mathematics education. We re-read this book and in this way acquire a unique insight into the modernization efforts of school mathematics during the 1960s and early 1970s. We take this opportunity to discuss the sometimes partly divergent views of Servais and Varga on modern mathematics education as reflected in this book.

  Subject Classification: 97-03