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Numerical sequences are one of the mathematical subjects linked to everyday life, and are taught at several levels in Morocco. However, many students still had difficulty teaching this subject, more specifically the limits of numerical sequences and the nature of convergence. The aim of this study was to analyse the learning difficulties of students in the 2nd year of the baccalaureate, experimental sciences series in Morocco. To this end, a written test consisting of 6 questions relating to the notion of convergence of a numerical sequence was administered to 60 students, followed by a questionnaire sent to mathematics teachers at the qualifying secondary level. The results show that the learning difficulties associated with this concept are of several kinds: didactic, pedagogical and epistemological. Using the "Teaching at the Right Level" approach (TARL), teachers can help learners overcome the learning difficulties of numerical sequence convergence by providing support tailored to their individual needs. This promotes progress that is more effective and a better understanding of mathematical concepts. This can help students overcome learning barriers by offering varied teaching aids and promoting a better understanding of the concepts of convergence of numerical sequences.

Investigating disadvantaged children is a priority area concerning education and health. However, little attention has been paid to pandemic-specific research in recent years. In the present study, we aim to explore the attitudes toward distance education in a sample (N = 305) of 7-8th grade students studying in disadvantaged settlements concerning the first wave of the coronavirus pandemic. Attitudes towards distance education were measured using a 16-item tool. Factor analysis was applied to detect the factors of attitudes towards distance education. Variables influencing these factors were measured by linear regression analysis including well-being, perceived stress and support, academic achievement, and sociodemographic background. The results indicate that four factors (learning difficulties, poor health, time saving and safety, and distance learning preference) can be distinguished. The effects of gender, type of settlement, deprivation and objective financial status is significant regarding distance learning preference and perceptions of poor health. Regarding health indicators, a protective role of support from teachers and a hindering role of stress indicators were found. The role academic performance was insignificant. Overall, the factors influencing attitudes towards distance education partly follow the trends of the factors influencing perceptions of traditional education. However, it is necessary to stress the crisis nature of the pandemic.

Monotonous mathematics learning focusing on textbooks only will make students bored and feel that studying mathematics is useless. Using attractive and meaningful approaches, like STEAM and Quranic approaches, is strongly motivated by the need to avoid tedious drilling for students in learning mathematics. This study aims to assess students' perceptions of the development of mathematics modules using science, technology, engineering, and art (STEAM) and AL-Quran approaches. The research approach employed in this research is embedded in mixed methods. Quantitative data was examined using percentages, while qualitative data were transcribed and then developed into codes, categories, and themes. The study recruited 146 Pidie senior high school students in the natural science stream, and five individuals were selected for one-to-one semi-structured interviews. The results of this study show that students have a negative experience in learning mathematics. However, they have a significant interest in integrated math learning with Quranic and STEAM approaches. Furthermore, they believe the modules are one learning medium ideal for mathematics. Finally, based on this study, mathematics teachers should be able to develop learning modules that can integrate STEAM approaches and the understanding of the Quran for senior high school students.

In the realm of AI-driven education, it is pivotal to evaluate the viability of ChatGPT as a substitute for human teachers in English classrooms. This study aims to explore learners' behaviors, perceptions, and attitudes to ChatGPT usage in English language learning. Participants were 120 I.T. students in Vietnam -- the Korea University of Information and Communication Technology and the University of Da Nang- who were learning English as a non-specialized subject. Data collection was conducted with multiple choices, a 4-point Likert scale questionnaire, and in-depth interviews. The findings highlight students' need for teacher's instruction and physical classroom despite recognizing ChatGPT's efficacy for ESP vocabulary acquisition, translation, grammar checking, and paraphrasing. Students predominantly exploited ChatGPT to find instant solutions to English learning difficulties. The research underscores the importance of guiding learners to appropriately utilize ChatGPT, emphasizing the need for further investigation into plagiarism-detecting tools to mitigate potential misuse of the technology.

Whole number computations are a critical skill that serves as a foundation upon which higher-order concepts in mathematics are taught to children. To facilitate their instruction, educators often use multiple representations to support a child's cognition. Representations with physical manipulatives are widely studied through a graduated instructional sequence featuring concrete, representational, and abstract stages of learning. In contrast, research on representational sequences featuring virtual manipulatives is less robust. Thus, this study evaluated an instructional strategy with virtual manipulatives, static representational drawings, and abstract algorithms to teach multiplication to three U.S. elementary students with mathematics difficulty. A functional relation was established via a single-subject multiple probe design between the treatment and students' accuracy performance. Baseline-corrected Tau estimates confirmed a medium effect size for all three students, while student performance on measures assessing the number of errors committed and the duration of sessions also returned favorable findings.

Web-based inquiry learning provides opportunities for students to take responsibility to regulate their learning. However, due to a lack of science inquiry-specific self-regulated learning (SRL) frameworks, there is insufficient understanding of SRL processes in inquiry-based science learning. This study aims to explore students' SRL patterns by using a comprehensive framework that combines SRL with the science inquiry process. Additionally, log-file data collected in the online science inquiry learning session were used to analyze students' SRL patterns. The results of the latent class analysis revealed four types of SRL learners: disengaged learners, proficient SRL learners, aimless reflective learners, and less reflective learners. Furthermore, we found significant differences in science achievement tests among different SRL learners. Specifically, proficient SRL learners and less reflective learners scored significantly higher than the other two types of learners. A difference was also found between proficient SRL learners and disengaged learners in terms of their self-determined motivation. Understanding the heterogeneity of SRL processes among students revealed from distinct SRL patterns informs how to provide targeted intervention and support for students who encounter difficulties in inquiry-based science learning.

The use of music therapy techniques has recently extended into the educational realm to help overcome learning difficulties, support emotional management, and assist students to develop necessary social skills. This is known as educational music therapy (EMT). Current educational policies give ever greater importance to the fostering and development of core social skills and competencies as decisive factors in overall educational success. Thus, teachers are being encouraged to explore interdisciplinary and creative collaboration and to innovate and incorporate new, more active, teaching methods to enable students to meet these educational objectives. This article comprises a systematic review of 34 research studies from 13 countries concerning the use of EMT over the last 15 years. The authors have identified uses of EMT in general teaching and in music education. The PICO(C) framework was used to develop the research question and the PRISMA diagram was used to determine the criteria for exclusion or inclusion of studies for review. The results from all studies considered agree that music therapy has benefits at all contexts and levels of education. The studies examined are diverse in terms of design, application, and procedures, and music therapy and music education techniques largely coincide in their educational objectives: improving inclusion, learning outcomes, and well-being among students. In conclusion, there is a two-way process of transfer between music education and EMT, and the addition of EMT techniques as another innovative method within teachers' repertoires could have many benefits in education. The added value can be found in the way this review relates different studies, revealing those dimensions that would benefit from further study as well as exploring the decision-making process around their potential applications.

Studying Biblical Hebrew is increasingly considered a viable option for students with dyslexia. This presents particular challenges not just for the students but also for their teachers, because the pedagogical methods for teaching ancient languages have traditionally depended on strategies that create difficulties for dyslexic students. This paper outlines the particular challenges of Biblical Hebrew for teachers of students with dyslexia and makes some proposals for addressing those challenges. Responding to dyslexia research, this paper considers the effects of phonological, morphological, and other deficits; outlines teaching and assessment strategies; and argues that learning Biblical Hebrew can be a transformative experience for students with specific learning difficulties.

The abrupt migration of educational institutions into a more flexible mode of learning due to the COVID-19 pandemic has undoubtedly resulted in students' difficulties. Such difficulties specific to mathematics flexible learning are generalized in this quantitative study. Using Principal Component Analysis, seven (7) factors were identified as the emerging students' difficulties. Further analyses reveal a moderate degree of seriousness for most of the components. However, the standard deviation suggests that the students' responses are spread across the measuring scale, indicating that the severity of difficulties experienced by other students is higher than moderate. Further comparison of such ratings shows that for students enrolled in advanced and major mathematics courses, difficulties emanating from inadequate learning materials and support, and difficulty in submitting requirements on time are more pronounced. These intertwined difficulties generally stem from the lack of planning and preparation, at the same time from the nature of mathematics as being complex, abstract, and notational. By considering these difficulties, adjustments may be prioritized by students and teachers in the hope of improving the current state of mathematics flexible learning. These improvements will eventually lead to sustainable and fully stable online academic programs that may be offered even after the pandemic.

One of the Education for Sustainable Development Goals is to provide equitable and inclusive access to quality education for all. However, some children with special needs, particularly slow learners, have yet to be able to enjoy inclusive and high-quality learning services. This research aims to enhance slow learners' competence by implementing the Realistic Mathematics Education Approach. It is descriptive qualitative research, with data collection techniques including focus group discussion, interview, and learning observation. The analysis involved comparing the principles of Realistic Mathematics Education in theory with those applied by teachers, as well as the learning approach used by teachers with those required by slow learners. The findings indicate that while some teachers have implemented learning based on the principles of Realistic Mathematics Education for all students, there needs to be more focus on interventions specifically tailored to the needs of slow learners. Furthermore, teachers still need to fully understand the services required by slow learners based on their unique characteristics. The implementation of Realistic Mathematics Education to meet the learning needs of slow learners in mathematics has primarily focused on activity and interactivity principles without emphasis on the understanding of concepts to enhance their competence.

Background/purpose: ChatGPT stands before educational professionals with all its benefits and pitfalls, urging them to maximize its benefits for all levels of education while consistently searching for ways to minimize its risks. In the same vein, it is gradually recognized as a promising tool to serve the needs of students in the contemporary and forthcoming society. To this end, the present paper seeks to accumulate the wealth of opportunities ChatGPT can offer for the benefit of learners and teachers while also arguing over some implications of this new technology for educational leaders and policy makers. Materials/methods: This is an argumentative writing based on a review of the literature on the potential benefits of ChatGPT for learning and teaching. Practical implications: ChatGPT provides students with personalized learning environments, individualized tutoring/feedback, and a great bunch of learning materials. When used with proper guidance and awareness, ChatGPT can facilitate the development of twenty-first century 4C skills (collaboration, communication, critical thinking, and creativity) as well as supporting students with disabilities or learning difficulties. ChatGPT can also help teachers enrich their instruction through providing them with creative ideas and solutions as well as helping them write lesson plans, develop presentations, reach content and materials tailored to their students' needs. ChatGPT can also assist teachers while assessing student work or performance, preparing exams, or designing evaluation rubrics. Recent AI-based technologies such as ChatGPT require the combined efforts of educational leaders and policy makers to prepare a digital- friendly ecology in schools to maximize the benefits of such technologies. Conclusion: ChatGPT offers many opportunities that could transform the goals, content, processes, and approaches of teaching in a way that caters for the needs of students as the citizens of the future society.

Students' difficulties in algebra are generally caused by the use of algebraic notation, the meaning of letters, as well as the types of relationships or methods used. Therefore, interpreting letters in algebra is one of the critical points in the transition from arithmetic to algebra. However, many students have misconceptions in interpreting letters in algebra. One of the most well-known misconceptions in interpreting letters in algebra is the "letter as object" where the term "fruit salad algebra" is sometimes used to name this misconception. The aim of this research is to explore further information about this misconception, its causes, and alternative solution. This study used the case study method with 35 grade 7 junior high school students as respondents. Data collection was carried out through written tests, interviews, and documentation. The results showed that students interpreted letters in algebra in various ways but tended to lead to "letters as objects." The "fruit salad algebra" approach is found in several textbooks and is rooted in the teaching culture, and there is a gap between the development of operations on letters as unknown and the idea of equality within equation.

This study explores opportunity to learn (OTL) during mathematics activities for a nine-year-old student girl with difficulty in mathematics. We conducted a teaching experiment comprising 15 instructional sessions. To better understand the student's OTL, our qualitative analysis focused on how she student demonstrated self-regulation in response to instructional delivery (i.e., explicit instruction and cognitively demanding tasks) and feedback (i.e., corrective, affirmative, and pressing). The student's self-regulatory behaviors indicated a highly graduated, student-centered structure with affirmative, mathematizing feedback supported mathematics learning, while other components of instructional delivery and forms of feedback did not. Thus, we provide an illustration of self-regulation as an indicator of OTL rather than as something to remediate. We argue individualized support can be facilitated by integrating instructional practices from the fields of special education and mathematics education and expanding perspectives on self-regulation, rather than holding singular commitments to particular disciplinary practices and perspectives.

Education systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent definitions and practices of DI. In this context, this qualitative study aimed at exploring the Portuguese teachers self-reported typical DI practices in mixed-ability classrooms. The participants were thirty-six teachers from kindergarten to middle school and came from a public-school cluster of five schools. The qualitative analysis carried out indicate a variety of practices under the concept of DI, ranging from practices aimed only at a group of students, based on low ability or special education needs, to practices aimed at building communities of learners. The majority of the self-reported practices described DI as simply giving one assignment to most pupils and fewer or easier activities to students who are struggling with their learning. Implications for initial teacher training and professional development programmes are discussed.

Background: Children with phonological impairment present with pattern-based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children. Aims: To examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4-5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average ('lexically precocious'). Methods & Procedures: Participants were 49 Australian-English-speaking children aged 48--69 months. Children were each taught four novel non-words (out of a selection of eight) through stories, and word learning was assessed at 1 week post-initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent-samples t-tests and Mann--Whitney U-tests, and continuously using multiple linear regression. Outcomes & Results: There was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability. Conclusions & Implications: Children with phonological impairment can be lexically prediction precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language.

There is a growing body of research that suggests that video-based interventions, such as video modeling and video prompting, are effective tools for teaching academic skills to struggling learners. This study used a single subject, multiple-baseline-across-subjects design to evaluate whether a video-prompting intervention could effectively assist five second grade students who had been identified by their teachers as "struggling" in mathematics to better solve multiplication story problems. Five second grade students (one female and four males) ages 7 to 8 viewed the intervention videos on an iPad that modeled how to solve multiplication word problems. To evaluate the effectiveness of the videos, a rubric was used as the primary measure to assess the domains of problem-solving, communicating, and representing with numbers. Based on visual analysis between baseline and intervention, there was a functional relationship between the introduction of the intervention and the performance on the mathematic problems. In addition, a visual analysis between intervention and maintenance appeared stable for all participants. Lastly, the social validity data had overall positive results. These results indicate that technology can be used to implement interventions for struggling learners and may be utilized in regular classrooms. Results also demonstrate that video modeling can be a useful instructional tool for helping many individuals, not just those with an identified disability, to learn complex tasks. Implementing video models in a classroom setting could enable teachers to consistently provide interventions to students that work more independently, allowing teachers to work on a more one-on-one or small group basis with their students.

Purpose: This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach. Design/methodology/approach: This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions. Findings: The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson. Research limitations/implications: This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further. Originality/value: This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in making sense of fraction arithmetic. Number lines are a powerful tool that can be used to help students represent and solve problems involving addition, subtraction, multiplication, and division with fractions while building conceptual understanding of the underlying operations. Evidence-based strategies for using number line models to teach fraction arithmetic concepts and skills are described and specific examples provided to illustrate how teachers can strategically integrate number line models with other mathematical representations to support the development of flexible understanding of fractions.

The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners' learning difficulties in Euclidean geometry. We use Van Hiele's geometric thinking model and Hoffer's skills to argue an interpretation of learning difficulties in Euclidean geometry as a focal point towards creating effective teaching and learning of this important topic. This explanatory sequential mixed-methods approach involved 60 Grade 12 learners who wrote a geometry test and completed a questionnaire based on Van Hiele's geometric thinking levels. In addition, semistructured interviews were conducted with a sample of 12 learners and four educators to investigate their views about geometry learning difficulties. The findings of the study revealed that learners had poor conceptualisation of properties of shapes, visualisation skills, circle theorems and geometry terminology, resulting in them experiencing learning difficulties. The recommendations are that, during instruction learners should be given the opportunity to manipulate real geometric objects to enhance their visualisation and visual thinking skills. In addition, we recommend that educators should teach level-specific geometry vocabulary to enable learners to understand concepts at different Van Hiele's levels. Furthermore, we recommend that educators should use constructivist teaching approaches that encourage learners' conceptual understanding instead of traditional methods that promote rote memorisation of geometric facts. Educators should develop learners' broad knowledge of geometry to overcome geometry-related errors and misconceptions.

Dyslexia is a common learning difficulty. A The purpose of this study is to explore the experiences of young people with dyslexia in secondary school in a Norwegian context and provide insight that might be used to support the students. The research question for the study is as follows: What experiences do dyslectic students have in secondary school regarding their dyslexia? A phenomenological approach was adopted to explore dyslectic students' experiences. Purposive sampling was used to identify 4 young people who met the chosen criteria. The data-gathering tool was individual semi-structured interviews. The data were analysed through a thematic step-by-step analysis process. Four themes with several subthemes concerning the experiences of young people diagnosed with dyslexia emerged. Theme 1: Personal coping strategies related to schoolwork. Theme 2: Foreign language torment. Theme 3: Emotional impact. Theme 4: Struggling with educational support. A main finding of this study is the significance of teacher competence for students with dyslexia. The study has identified the need for teachers to understand the students' learning difficulty, provide alternative tasks and have competence in how to use software teaching aids to support pupils with dyslexia.

This article presents a systematic review of research on language and multilingualism in mathematics education published in the South African journal Pythagoras from 1994 to 2021. This time frame was chosen as the year 1994 marked the acknowledgement of 11 official languages in the new democratic South Africa (including 9 indigenous languages), compared to only Afrikaans and English during the apartheid era. The review considers emergent themes in the included articles and examines what the articles reveal about mathematics education in South Africa. In addition to other findings, our corpus of literature indicates that research in this field of mathematics has been mostly undertaken in under-resourced schools and that research under the theme of multilingual education is at the forefront of research in South African mathematics education, while research on language policy needs more attention. Research on multilingual education in our corpus of literature also reveals great awareness of the value of seeing language as a resource, as well as the benefits that accrue when learners' home languages are taken into account in mathematics teaching and learning. The gaps in research in the field of language and multilingualism in the teaching and learning of mathematics are also noted and recommendations for future research are made.

This paper proposes the design of an instructional model, referred to as the universal genre sphere, for teaching academic writing in a manner appropriate to all learners, but developed especially with consideration for the needs of English as additional language students with or without diagnosed learning differences. Despite growing research on, variously, second-language writing, English as an additional language and learning differences, there has been relatively little work that explores approaches to the intersections of these topics. Thus, the proposed universal genre sphere model is founded on the pillars of universal design for learning and the tenets of the genre-based approach, especially the teaching-learning cycle, to create more equitable and inclusive, as well as effective, learning environments. The universal genre sphere balances inclusive design that draws upon students' interests, while breaking learning into manageable and adjustable segments, thus making academic writing more accessible to a greater number of learners. The combination of universal design for learning and the genre-based approach represents an opportunity to create a shift in second-language writing instruction (and, potentially, in L1 writing instruction) that aligns with the principles of inclusive education by reducing barriers in the classroom and providing students with multiple pathways to participate, which could do much to advance knowledge about more inclusive, equitable and effective writing instruction for all learners.

Mathematics is the queen of science, but many students struggle with this subject as slow learners. Slow learners can accomplish their full potentials with an appropriate learning approach. In this study, these slow learners were examined using Realistic Mathematics Education approach. Single subject research was employed in this study, with multiple baseline cross-conditional designs at home and in the classroom. For data analysis, an internal analysis approach and an analysis between curves of both conditions were conducted. The results revealed that slow learners had a higher tendency to perform better when studying at home compared to in class. In addition, after receiving, slow learners' score improved, but when being situated in another condition, the increase in score slowed or stagnated. The implication is that in order to optimize slow learners' learning potentials, teachers instruct them using the MRE approach at school based on home settings.

The concept of hybridisation is one of the most difficult concepts for chemistry students to grasp at all levels of learning. Research showed the students conceptual difficulty ranged from their lack of the prerequisite knowledge for grasping the topic hybridisation to chemical bond formation and orientations of atomic orbitals. This study investigated the difficulties Senior High School Students face in learning hybridisation. The study adopted a mixed-method approach using the sequential exploratory design. Purposive sampling was used to select six schools that offer elective chemistry subject. Simple random sampling was then used to select 120 Senior High School form 1 students to take part in the study. Convenient sampling was used to interview 24 students from the sample. Hybridisation Achievement Test (HAT) and Semi-structured interviews were self-constructed and used to collect data. Descriptive statistics and Content analysis were used to analyse the data. Results showed that, majority of students had difficulties in explaining the concept of hybrid orbitals, writing the electron configuration of [subscript 6]C, explaining the effect of hybridisation on formation of chemical bonds in [subscript 6]C, and type of hybridisation and shapes of compounds such as NH[subscript 3], OF[subscript 2], BCl[subscript 3], CO[subscript 2], SiO[subscript 2], C[subscript 2]H[subscript 2], BeF[subscript 2] and C[subscript 2]H[subscript 4]. The study also showed that students had difficulties in explaining and demonstrating the formation of C = C double bond in ethene and other compounds. Equally students were challenged in demonstrating the differences between the formation of sigma and pi bonds in compounds. Students had difficulties in using electron orbital diagrams to explain the shape of CO[subscript 2] as linear. The study concluded that Senior High School form 1 chemistry students in the Upper West Region of Ghana lacked the most basic and fundamental concept of hybridisation. Teachers need to use conceptual change instructional approaches to teach hybridisation in order to foster students' understanding and reduce misconceptions.

The main purpose of this paper is to investigate the perceptions of primary school teachers of all specialties in the Dodecanese (Greece) regarding the implementation of differentiated instructional strategies to support students with learning difficulties in the classroom. The research was conducted through quantitative approach using an anonymous electronic questionnaire on a sample of 174 primary school teachers of all specialties in the Dodecanese, during the period from February 13, 2021 to April 28, 2021. As for «content differentiation», the strategy most frequently used by teachers is the selection of the most crucial assignments for underachieving students with learning difficulties. As for «process differentiation», the strategy most often used is to adjust the pace of instruction to each student's needs with learning difficulties. Regarding the «product differentiation», the strategy most used by teachers is to offer extra support to students with learning difficulties, who have difficulty finishing activities. In terms of «assessment differentiation», the strategy most frequently used is to give more time to students with learning difficulties to complete tasks or exams, while, in terms of «learning environment», the strategy most commonly used by teachers is to make a conscious effort to ensure that students engage consistently and fairly in class.

The eclectic method allows teachers and students to easily adapt to learning needs so that learning goals or objectives can be achieved. The purpose of this article was to prove the positive impact of using the eclectic method on students' foreign language learning by comparing it to the traditional approach to teaching. This study proposed to integrate the eclectic approach into the educational program of first-year students of Linguistics and Intercultural Communication Institute at Sechenov University. The experimental method and interview method were used to collect the data. Seventy participants were divided into experimental and control groups according to English test results. After one semester of the experiment, the results showed that the academic performance of experimental group students improved by an average of 7.3 points. In the control group, students' academic performance decreased by 4.2 points. The effect of the eclectic method was investigated by analyzing the results of English proficiency test of students in both groups. The study results can be useful for English teachers, as they can improve their teaching methods using the eclectic approach. Further research could focus on a detailed analysis of the eclectic approach and its possible variations and components. Due to the small sample of participants, the study could not determine whether external factors such as students' age, gender, nationality, etc. influenced the results.

The purpose of this study is to electrophysiologically assess the effect of an individualized education program supported with musical activities on the success of primary school students with computational difficulties. A mixed-methods design consisting of qualitative and quantitative methods was employed as the research model. The research group consists of four students with mild special learning difficulties and learning difficulties in mathematics, among the students attending the third and fourth grades at a primary school in Kütahya city center. By examining the primary school mathematics curriculum, 12 mental processing gains were identified for addition and subtraction, one of the third-grade mental processing gains. An assessment form, training module, and math songs were prepared in line with these acquisitions. An assessment form was applied to the participants as a pre-test and post-test to determine the effect of the training module and math songs on the students' success. Additionally, electroencephalogram (EEG) of the participants were recorded before and after the training module, and math songs were applied for 12 weeks. During the EEG recordings, 10 questions were asked to the participants that would enable them to make mental operations. The power densities of the EEG data were calculated using the Welch method in the MATLAB. To analyze the qualitative data of the research, descriptive analysis technique was used. As a result of the study, when the effects of the evaluation form of the participants' mental processing skills were examined, it was seen that the training module and math songs positively affected the mental processing skills of the students. In addition, it has been shown that the prepared training module and math songs increase the success of the participants, supported by electrophysiological evaluations.

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.

This study develops a framework for describing the components and variations of pedagogic content beliefs (PCBs) held by accounting teachers in vocational schools in Shanghai. Semistructured interviews were held with 17 in-service teachers from four vocational schools in Shanghai. The findings show that the PCBs of accounting teachers are a complex that contains five components: maximizing students' learning opportunities in accounting, accounting content organization, epistemic conviction about accounting knowledge, accounting learning purposes, and causes of students' learning difficulties in accounting. Although teachers' responses show that the average endorsement of constructivist beliefs was stronger than that of traditional beliefs, it has been proven that the reform-oriented ideas are not transmitted equally in each component of teachers' PCBs. The variations of beliefs between individual teachers are inspected in relation to their teaching experience. By reflecting on the findings in relation to international empirical research on teachers' beliefs, we suggest that it is important to understand the variation in teacher beliefs and recognize the specific needs of teachers at different stages.

Teaching and learning Calculus concepts and procedures, particularly the definite integral concept, is a challenge for teachers and students in their academic careers. In this research, we supplement the analysis made by different authors, applying the theoretical and methodological tools of the Onto-Semiotic Approach to mathematical knowledge and instruction. The goal is to understand the diverse meanings of the concept of the definite integral and potentials semiotic conflicts based on the given data. We focus attention on a first intuitive meaning, which involves mainly arithmetic knowledge, and the definite integral formal meaning as Riemann's sums limit predominantly in the curricular guidelines. The recognition of the onto-semiotic complexity of mathematics objects is considered as a key factor in explaining the learning difficulties of concepts, procedures and its application for problem-solving, as well as to make grounded decisions on teaching. The methodology analysis of a mathematical text, which we exemplify in this work applying the tools of Onto-Semiotic Approach, provides a microscopic level of analysis that allows us to identify some semiotic-cognitive facts of didactic interest. This also allows for the identification of some epistemic strata, that is, institutional knowledge that should have been previously studied, which usually goes unnoticed in the teaching process.

Speaking is regarded as an indicator of language proficiency in general. It is believed that a learner who can speak a particular language fluently is regarded as a proficient learner of that language. In the context of Nepal, the English language is taken as a foreign language and taught from elementary level to university level as a compulsory subject but Nepalese students in general and university students in particular, face a lot of difficulties in speaking English fluently. Even after completing their graduate degree, some of them could not speak a little bit of English. This present study tried to explore the difficulties faced by undergraduate level students and the possible causes of their difficulties in speaking skills. This is an empirical qualitative study in which the researcher adopted a questionnaire and semi-structured interview to collect data from 15 undergraduate level students studying at the University. The collected data were thematized and analyzed in terms of two broad categories: Difficulties and causes with four/four subcategories of the broad themes. The study explored mainly: personal, social, environmental, and linguistic problems for speaking difficulties and teacher and teaching, course content, overuse of mother tongue, poor schooling, and classroom culture as the causal factors of speaking deficiency. The study suggested creating a favorable environment, maximizing learner autonomy, changing teaching practices, revising courses, and conducting speaking activities time and again.

Using external representations (ERs) to foster content understanding in biology education has increased as they allow for the visualization of abstract biological phenomena. However, the extent to which students have visualization skills required to learn from ERs effectively remains an open question. The current quantitative quasi-experimental research sought to determine the extent to which an animation could be used to enhance students' visualization skills and reduce learning difficulties related to basic concepts of mitosis. Participants were 67 Grade 10 purposively selected learners from a South African school. An assessment test was used for data collection. Results showed that exposure to an animation, as an additional learning tool, improved students' visualization skills while reducing visualization difficulties related to basic concepts of mitosis. We conclude that ERs may enhance students' visualization skills, reduce learning difficulties and improve content understanding. ERs may also be used in broader student development which includes visual literacy.

A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students improved from a category of high MD risk (i.e., <10th percentile) to a lower risk of MD (i.e., norm-referenced performance at or above the 10th, 20th, 30th, and 40th percentiles) between the fall and spring of kindergarten. Differential response to the program based on the classroom-level proportion of students with severe MD was also explored. A total of 795 kindergarteners with severe MD from 122 classrooms were included in the analyses. Results suggested students with severe MD in treatment classrooms improved from fall to spring at a greater rate than their control peers. Treatment students also demonstrated higher rates of improvement from below the 10th percentile to a performance at or above the 20th, 30th, and 40th percentiles across the school year. No evidence of differential efficacy of the program by the classroom-level proportion of students with severe MD was found. Implications for using explicit mathematics programs to thwart the onset of severe MD among academically vulnerable students are discussed.

The U.S. Nation's Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today's dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that are driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences' (IES) latest practice guide, including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants' performance above and beyond the business-as-usual comparison group.

In this article, the author will demonstrate how gestures--often used in combination with offloading information on scratch paper--can be used to help students with difficulties in mathematics succeed with secondary level algebra. The authors will provide key examples from three studies of the algebra learning of students with mathematics difficulties (Hord et al., 2016; Hord et al., 2020; Hord et al., 2021). The examples will demonstrate some of the key findings from these studies.

Data-Driven Learning (DDL) is a method for learning languages that involves analyzing language usage trends and finding patterns in language data, utilizing technology and statistics. One of the key benefits of DDL is that it allows students to focus on the most relevant and useful language data for their needs. Data-driven learning is an effective approach to language learning that can help students develop their language skills more quickly and efficiently by using data and technology to guide their learning. This case study aims to see if DDL has a positive effect on students' language achievement, digital literacy, and learning motivation. The study has enrolled 28 preparatory class students from a state university and seven native English speakers, comprising four Australians, one American, one Canadian, and one English individual. The native speakers are asked to verbally describe five images and respond to three pertinent questions. The audio recordings of their responses are transcribed by the students, and the data is then entered into AntConc, a corpus analysis toolkit. The students are able to investigate authentic English speech and recognize unknown linguistic structures. The study will clarify its findings and outcomes using quotations from the transcribed speech as well as the students' responses to the DDL activities. The findings imply that DDL is an effective method for teachers who are willing to experiment with alternative ways of teaching a language. It appears that using Data-Driven Learning (DDL) as a teaching strategy has produced largely positive results. Students seem to have responded favorably to the approach, and it has succeeded in increasing their awareness of language and how to study it. Additionally, it appears that DDL has improved learning circumstances over time for all students, particularly those who generally aren't motivated or engaged during traditional classes. The use of technology in the classroom has promoted group projects and boosted involvement from all students, including those with learning challenges.

Despite its crucial importance in physics, there are not many studies focusing on student difficulties and teaching strategies related to the (1D) wave equation in the PER literature. In order to contribute to fill this gap, we conducted a study with university students which focused on specific aspects that are crucial for understanding this equation. Our results include not only key learning difficulties and potential teaching strategies to circumvent them, but they also suggest that students can search for a deeper understanding of physics equations when prompted to do so.