This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Cornoldi, C. Articles by Lucangeli, D. Search for Related Content PubMed PubMed Citation Articles by Cornoldi, C. Articles by Lucangeli, D. Social Bookmarking                   What's this?

Arithmetic Education and Learning Disabilities in Italy

University of Padova, Italy

Daniela Lucangeli

University of Padova, daniela.lucangeli@ unipd.it

In the first part of this article, we briefly present the context of mathematics education in Italy and its specific programs, teaching and assessment methods, use of psychological concepts, and policies in favor of pupils with difficulties. We illustrate the importance and the role of mathematics teachers' associations. In the second part, we focus more directly on the issue of arithmetic learning and learning disabilities in Italy. Despite the absence of a specific strong tradition in the field, new perspectives regarding mathematics education are evident in Italy. The preparation of new assessment tools has proceeded together with an effort toward the identification of subtypes of arithmetic learning disabilities. A basic distinction has been made between difficulties in number processing/calculation and problem-solving tasks. Within the area of calculation, a finer distinction between numerical knowledge, speed, and accuracy seems critical, but a more articulated differentiation of subcomponents relying on modern cognitive—neuropsychological models can be used also.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?