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Mathematical Learning and Its Difficulties in the Middle European Countries

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International Handbook of Mathematical Learning Difficulties

Abstract

Some children have severe and persistent difficulties with mathematics and are resistant to instruction. In this case, they are labelled as individuals with mathematical learning disabilities (MLD). In this chapter, the prevalence of MLD and the criteria used to define MLD in the UK, Germany and Belgium are described. Moreover, an introduction on the big picture and the PISA and TIMMS results as well as information on the educational policies is given. Finally the chapter elaborates on theories and educational practices and the role of research guiding practice in the Middle European countries.

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Author information

Authors and Affiliations

  1. Department of Experimental Clinical and Health Psychology, University of Ghent, Ghent, Belgium

    Annemie Desoete

  2. Artevelde University College, Ghent, Belgium

    Annemie Desoete

  3. Mathematical Development and Disabilities Research Group, University of Oxford, Oxford, UK

    Ann Dowker

  4. German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany

    Marcus Hasselhorn

  5. Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany

    Marcus Hasselhorn

  6. Department of Educational Psychology, Institute for Psychology, Goethe-University, Frankfurt am Main, Germany

    Marcus Hasselhorn

Authors
  1. Annemie Desoete
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  2. Ann Dowker
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  3. Marcus Hasselhorn
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Correspondence to Annemie Desoete .

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Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

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Desoete, A., Dowker, A., Hasselhorn, M. (2019). Mathematical Learning and Its Difficulties in the Middle European Countries. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_9

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