NOMAD 11(4), 2006. Children with impairments learning numbers.

Skapad: 2007-01-31. Ändrad: 2007-01-31  

NOMAD 11(4), 2006. Children with impairments learning numbers.

ANN AHLBERG

Abstract
This research investigates children's understanding of numbers when solving addition and subtraction word problems. A comparative approach - studying children who are blind, children with a hearing impairment and children without these impairments aims at illuminating and describing the differences and similarities between the three different groups. Thereby, the investigation contributes to the under-standing of critical aspects characterising development of numerical competence in each of the three groups. The design of the study also makes it possible to describe children's development of number concepts in the context of solving addition and subtraction word problems on a more general level.

Sammanfattning
Den redovisade forskningen handlar om hur barn förstår tal när de löser enkla additions- och subtraktionsproblem. I studien deltar barn som är blinda, barn med hörselnedsättning och barn utan dessa funktionshinder. Studiens syfte är att beskriva skillnader och likheter mellan hur de tre barngrupperna hanterar och förstår tal. Den komperativa ansatsen bidrar till förståelsen av kritiska aspekter som karakteriserar utvecklingen av den aritmetiska förmågan för varje barngrupp. Studiens design möjliggör också en beskrivning av barnens förståelse av tal, när de löser aritmetiska textproblem, på en mer generell nivå.

ANN AHLBERG
Ann Ahlberg is professor in Special Education at Göteborg University. Her research interest is directed towards inclusion and exclusion processes in school focusing on participation, communication and learning. A special interest is directed towards mathematics for younger children. In this research she has studied children's different ways of experiencing and learning mathematics as well as the organisation and content of teaching.