Awareness of number in children with severe and profound learning difficulties: three exploratory case studies

Jill Porter

Research output: Contribution to journal › Article

1 Citation (Scopus)

Abstract

This paper reports on exploratory work investigating how children with severe and profound learning difficulties register an awareness of small quantities and how they might use this information to inform their understanding. It draws on studies of typically developing children and investigates their application to pupils whose response to conventional mathematical tasks are often limited because they lack relevance and interest. The responses of the three pupils to individualized learning contexts mirror the progression suggested in the literature, namely from awareness of number to simple actions using number cues to problem-solving behaviour.
Original languageEnglish
Pages (from-to)97-101
Number of pages5
JournalBritish Journal Of Learning Disabilities
Volume33
Issue number3
DOIs
Publication statusPublished - Sep 2005

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Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. / Porter, Jill.

In: British Journal Of Learning Disabilities, Vol. 33, No. 3, 09.2005, p. 97-101.

Research output: Contribution to journal › Article

Porter, J 2005, 'Awareness of number in children with severe and profound learning difficulties: three exploratory case studies', British Journal Of Learning Disabilities, vol. 33, no. 3, pp. 97-101. https://doi.org/10.1111/j.1468-3156.2005.00328.x
Porter J. Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal Of Learning Disabilities. 2005 Sep;33(3):97-101. https://doi.org/10.1111/j.1468-3156.2005.00328.x
Porter, Jill. / Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. In: British Journal Of Learning Disabilities. 2005 ; Vol. 33, No. 3. pp. 97-101.
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