Mathematics learning and its difficulties

the cases of Chile and Uruguay

Cristina Rodríguez, A. Cuadro, Carola Ruiz

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

The aim of this chapter is to present the developmental situation of Chile and Uruguay in terms of mathematics learning, and the difficulties arising as a result of a deficiency in this subject. We will begin by reviewing the available performance statistics for mathematics provided by a number of international studies. Both countries present similar levels of performance and are subject to the mediating effects of socio-economic and gender variables, as will be covered in the coming sections. The segregation factor present in the two countries makes students with specific learning difficulties more vulnerable, and each country manifests differing levels of development in terms of the presence of education policies that respond effectively to these groups. Chile has subscribed to the new diagnosis and intervention trends of preventive models, however there are still some obstacles to their successful application in the field of school education. Uruguay, in turn, is striving towards a solution to the problem of education and presenting some promising initiatives. To a certain degree, the status of school education is an indication of the level of advancement in research. Studies are still few and far between given this early stage of change, however the signs point to exponential growth within a few years, as we will see in this chapter.
Original languageEnglish
Title of host publicationInternational handbook of mathematical learning difficulties
Subtitle of host publicationfrom the laboratory to the classroom
EditorsAnnemarie Fritz, Vitor Geraldi Haase, Pekka Räsänen
Place of PublicationCham
PublisherSpringer, Springer Nature
Chapter14
Pages213-230
Number of pages18
ISBN (Electronic)9783319971483
ISBN (Print)9783319971476
DOIs
Publication statusPublished - 2019
Externally publishedYes

Keywords

  • socio-economic status
  • mathematics achievement
  • specific learning difficulties in mathematics
  • mathematics learning disabilities
  • learning disabilities

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  • Cite this

    Rodríguez, C., Cuadro, A., & Ruiz, C. (2019). Mathematics learning and its difficulties: the cases of Chile and Uruguay. In A. Fritz, V. G. Haase, & P. Räsänen (Eds.), International handbook of mathematical learning difficulties: from the laboratory to the classroom (pp. 213-230). Cham: Springer, Springer Nature. https://doi.org/10.1007/978-3-319-97148-3_14