British Society for Research into Learning Mathematics
Abstract
Across schools in the United Kingdom (UK), it is common for teachers to
identify children as having significant difficulties with mathematics. The
authors’ experiences in schools suggest that, despite interventions, these
children continue to have significant mathematical difficulties. Currently
there is little research and a lack of agreement across literature as to the
aspects of mathematics that children find difficult and the characteristics
of these children. In this paper, the authors provide a preliminary review
of the literature in this field and propose a study in UK primary schools to
address the gaps identified. The proposed study aims to investigate: (i) the
characteristics of children who are identified as having significant
mathematical difficulties; (ii) the mathematical profiles of these children;
and (iii) different perspectives about the nature of a child’s number
difficulties. With a clearer understanding of these children, we can
suggest more appropriate ways to support their progress
