Why might students have mathematica

Why might students have mathematical learning difficulties?
A small number of students is identified as having a specific mathematical learning difficulty (dyscalculia) but there is a divergence of views about causes and identification (Hannell 2005). Interestingly, it has been suggested that very few students actually have a mathematicallearning difficulty (Carnellor 2004, Westwood 2000). In fact Booker, Bond, Sparrow and Swan (2004) suggest that most students have a learned difficulty. That is, educators have created their mathematical problems. Regardless of the reason for students’ mathematical difficulties i.e. intrinsic or extrinsic factors, educators still need to get on and teach. Some examples of how effective and considered practice may prevent confusion and problems will now be discussed.
It is timely to preface these points by reiterating that learning occurs in settings that are supportive and caring. Students with learning difficulties may already have an external locus of control i.e. they believe they can’t improve their mathematical capacities. It is when they feel confident to have a go, make mistakes, discuss and question, that engagement and achievement will occur.
Instruction
Sherman, Richardson and Yard (2005, p 3) remind us that mathematics instruction must provide many opportunities for concept building, relevant challenging questions, problem solving reasoning, and connections within the curriculum and real-world situations. Westwood (2000) also reminds us that the educator is the pivotal person in ensuring successful learning.
In order to work within curriculum guidelines while accommodating the diversity of students in their classrooms, educators need to be realistic and systematic in the way they structure their mathematics programme. The benefits of cross curricular teaching cannot be overemphasized. It could well be that use of an engaging, and age appropriate, theme is the way into developing conceptual knowledge and skills. For example, a topic such as patterns could have students exploring patterns not only in mathematics but also in Health and Physical Education (team games), Society and Environment (climate, history), Arts (dance), and Design and Technology (measurement processes used when designing and constructing). However, Tucker, Singleton and Weaver (2002, p 3) suggest that the primary criterion for judging an instructional activity is what are the pupils learning during the activity… [what is] the learning objective? Educators of students with learning difficulties must be quite clear about intended learning outcomes as they work toward closing the learning gap.
Westwood (2000) and Carnellor (2004) highlight the importance of educators using a judicious blend of constructivist and explicit teaching with ample guided practice/scaffolding toward independence.
Where does this leave one-to-one instruction and drill activities that have long been the mainstay of many mathematics remediation programs? Before any practice is undertaken, a secure understanding of underpinning concepts, where new learning is linked to previous learning, must be assured. If not, it may become a cycle of practise and forget, practise and forget. How often has one heard said, “I taught him/her and it’s already forgotten’? A response might be “How do you know he/she understood it in the first place?” Sherman, Richardson and Yard (2005) believe that students with learning difficulties are given tedious and boring activities to develop the basics. They go on to remind educators (p 3) that it is critical that the same content not be taught year after year, in almost the same manner of delivery. Students who did not “get it” the first time are not likely to “get it” the next several times it is taught in the usual manner. This may be where technology can provide a different way to develop conceptual understanding (More about this later). It has also been suggested that doing more of the same low level tasks not only narrows the curriculum but that it does not enable a student to show what they truly know and can do. Instead of watering down, educators must program-up and have ambitious but achievable goals.