Support to Pupils with Learning Difficulties in Mathematics

AbstractIn this paper we present a model of assistance to pupils with learning difficulties in mathematics - Implementation of modifications for pupils with learning difficulties in mathematics(hereinafter – the model LDMAT) and LDMAT model's contribution to the teachers’ competence to implement the support measures to pupils with learning difficulties in terms of the empirical study. The conceptual platform of the model LDMAT is based on the following principles: giving sense to mathematical knowledge, instruction as mutual activity of pupils and teachers, the principle of participation. The results of the study have shown that LDMAT model's contribution to the qualification of teachers to assist pupils with learning difficulties is very positive and represents a significant contribution to the improvement of teaching practices in overcoming learning difficulties in mathematics. Among the teachers, the model LDMAT was evaluated the highest in the field of selection, planning and use of appropriate didactic tools; they also highlighted the key factors for raising pupils’ learning achievements: an individualized approach, promotion of the use of multi-sensory learning, timely support, cooperation with parents, encouragement for continuous work, discussion between teachers, pupils and parents, early involvement of pupils and parents in the preparation of the assistance plan, encouraging pupils to self-learning, etc