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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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Developing mathematical proficiency in the Australian context: implications for students with learning difficulties.

David Evans1

  • 1Faculty of Education and Social Work, University of Sydney, NSW, Australia. d.evans@edfac.usyd.edu.au

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|October 6, 2007
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Summary

Australian mathematics education reforms overlook students with learning difficulties. Current initiatives risk fragile instruction, requiring research-based solutions to ensure equitable learning for all students.

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Area of Science:

  • Mathematics Education
  • Special Education

Background:

  • Australian mathematics curricula have undergone significant reform over the past decade.
  • Professional learning initiatives have supported teachers in implementing new syllabi.
  • Little direct attention has been given to the mathematics education of students with learning difficulties.

Purpose of the Study:

  • To analyze current mathematics syllabus developments and professional learning initiatives in Australia.
  • To identify the risks faced by students with learning difficulties within these reforms.
  • To propose research-based solutions to address identified fragilities in instruction.

Main Methods:

  • Analysis of current Australian mathematics syllabi.
  • Review of professional learning initiatives for mathematics teachers.
  • Examination of research literature on mathematics learning difficulties.

Main Results:

  • Current reforms risk exposing students with learning difficulties to fragile program designs and instruction.
  • A significant gap exists in addressing the specific needs of students with mathematics learning difficulties.
  • Existing initiatives predominantly focus on general student learning, not specific learning challenges.

Conclusions:

  • Urgent attention is needed to adapt mathematics education reforms for students with learning difficulties.
  • Research-informed strategies are essential to mitigate risks and improve learning outcomes.
  • Equitable mathematics education requires targeted support for all learners, including those with learning challenges.