M.C. Peltenburg

Marnix Academie Utrecht

This PhD research was aimed at investigating the mathematical potential of special education (SE) students. SE students often have a severe delay in their mathematical development compared to peers in regular education. However, there are indications that SE students could attain more and that there might be unused talent in SE students. In the res...

Research has shown that high expectations of teachers about their students’ academic development have a positive influence on how these students actually develop. Therefore, when aiming to improve students’ learning results it is essential to know how teachers think about their students’ abilities. The present study was meant to investigate what pe...

In this study, we examined special education students’ use of indirect addition (subtraction by adding on) for solving two-digit subtraction problems. Fifty-six students (8- to 12-year-olds), with a mathematical level of end grade 2, participated in the study. They were given a computer-based test on subtraction with different types of problems. Al...

In this study, we examined special education students' use of indirect addition (subtraction by adding on) for solving two-digit subtraction problems. Fifty-six students (8-to 12-year-olds), with a mathematical level of end grade 2, participated in the study. They were given a computer-based test on subtraction with different types of problems. Alt...

This paper reports on a research project on information and communication technology (ICT)‐based dynamic assessment. The project aims to reveal the mathematical potential of students in special education. The focus is on a topic that is generally recognised as rather difficult for weak students: subtraction up to 100 with crossing the ten. The stud...

Abstract This paper reports a study aimed at revealing special-educational-needs pupils' learning potential by means of an ICT-based assessment including a dynamic visual tool that might help pupils when solving mathematics problems. The study focused on subtraction problems up to 100, which require ‘borrowing’. These problems, in which the value o...

In this study we examined special education students' use of indirect addition for solving two-digit subtraction problems. Fifty-six students (8-to 12-year-olds), with a mathematical level of end Grade 2, did an ICT-based test on subtraction. Although most students had not been taught indirect addition they frequently applied this procedure spontan...

Speciale editie Panamapost en Nieuwe Wiskrant t.g.v. de 100e verjaardag van Prof. Hans Freudenthal.

Realistisch rekenen in het S(B)O

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