Examining the mathematical thinking of disadvantaged students
Abstract
Research shows that the level of mathematical knowledge of disadvantage students is significantly lower than their non-disadvantage peers. At the same time, experience shows that disadvantage children can perform mathematical operations quickly and correctly that is not necessarily acquired at school. The aim of the research presented in the paper is to provide a comprehensive picture of the level of development of the problem-solving skills of disadvantage students participating in the study and their ability to apply the acquired mathematical skills. A set of tasks was compiled to measure their skills. The results of the survey contribute to a better understanding of the learning difficulties, shortcomings, and problems of disadvantage students in acquiring mathematical knowledge.
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