Didactics as a Source and Remedy of Mathematical Learning Difficulties
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Mathematics learning difficulties (MLD) not only become manifest in mathematics lessons but are also, as a rule—at least to some extent—caused by what happens during mathematics lessons. This statement may sound trivial to some and may be a new and even scandalous thought to others, as teachers might read it as an accusation, which is by no means intended. Much more, if there is any truth to it, it gives reason to hope that MLD, as a rule, can also be prevented or at least mitigated in their effects through changes in the ways we teach mathematics to children. To support the assertion, this chapter contributes theoretical considerations as well as empirical evidence with regard to one widely recognized key feature of MLD: the persistent use of counting strategies for solving basic addition and subtraction tasks.