Using Q methodology to investigate perspectives of secondary school children presenting with number processing difficulties

This article describes part of a three year research project into problems with processing numerical information in secondary school children. In this section of the research the researcher was interested in identification of secondary school children who face this challenge and how their attitudes towards mathematics, learning and their future have been affected. Q methodology was identified as the chosen method to facilitate data collection due to the small sample size expected and the age of the students the researcher was working with. Students with number sense difficulties in Years 7, 8 and 9 (N=375) at a school in the UK were screened for number processing problems using a computerised screening program. 22 were identified. A Q sort was conducted with 34 students in total; 12 students presenting with number processing difficulties and 22 students who had no processing problems with numerical information (9 who were low achievers in mathematics and 13 that were competent in mathematics). The effectiveness of the research method in this context and a summary of the findings are discussed in this article