Psychological and educational intervention in mathematics learning disabilities

Abstract

The first part of this paper describes mathematics learning disabilities using a four dimensional framework of the teaching-learning process: disabilities referring to the students, which include resources, heuristics, metacognition, beliefs and attitudes; those referring to the teacher’s education and the influence of his/her beliefs and attitudes on his/her teaching practices; those referring to the curriculum, which include contents, instructional methods and assessment procedures; and those referring to the context in which the teaching-learning process develops. The second, section reviews approaches, techniques and resources developed to face the disabilities identified in the first part. Special emphasis is placed on the role the psychologist must play.