Introduction and objective: PerContare (percontare.asphi.it) is an Italian inter-regional 3-year project (2011-2014) aimed at developing effective inclusive teaching strategies and materials to help primary school teachers (in grades 1, 2, and 3) address learning difficulties, especially of students who are potentially at risk of being diagnosed with developmental dyscalculia (Butterworth, 2005). Method: The teaching strategies and materials developed involve the use of digital and physical artifacts to help students construct mathematical meanings in a solid way, within the theoretical constructs of semiotic mediation (Bartolini Bussi & Mariotti, 2008) and individualized special training aimed at strengthening weaker cognitive processes. Each year the materials developed are field-tested in at least 15 experimental classrooms and re-tested the year after in new classrooms (of the same grade level), and individual training materials are tested during one-on-one interactions between special educators and children with difficulties. Children in all experimental classes undergo two collective screening sessions. Results: From the beginning of the project 480 children took the screening tests for first grade. About 15% of the children were positive to the screening in February, but only 8% of these children were positive again in May. This suggests that the teaching strategies and materials designed and proposed seem to prevent the development of learning difficulties in arithmetic for the majority of children.

Preventing Learning Difficulties in Early Arithmetic: The PerContare Project

BACCAGLINI-FRANK, ANNA ETHELWYN;
2013-01-01

Abstract

Introduction and objective: PerContare (percontare.asphi.it) is an Italian inter-regional 3-year project (2011-2014) aimed at developing effective inclusive teaching strategies and materials to help primary school teachers (in grades 1, 2, and 3) address learning difficulties, especially of students who are potentially at risk of being diagnosed with developmental dyscalculia (Butterworth, 2005). Method: The teaching strategies and materials developed involve the use of digital and physical artifacts to help students construct mathematical meanings in a solid way, within the theoretical constructs of semiotic mediation (Bartolini Bussi & Mariotti, 2008) and individualized special training aimed at strengthening weaker cognitive processes. Each year the materials developed are field-tested in at least 15 experimental classrooms and re-tested the year after in new classrooms (of the same grade level), and individual training materials are tested during one-on-one interactions between special educators and children with difficulties. Children in all experimental classes undergo two collective screening sessions. Results: From the beginning of the project 480 children took the screening tests for first grade. About 15% of the children were positive to the screening in February, but only 8% of these children were positive again in May. This suggests that the teaching strategies and materials designed and proposed seem to prevent the development of learning difficulties in arithmetic for the majority of children.
2013
978-84-695-9145-1
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11568/830418
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