Difficulties with whole number learning and respective teaching strategies

This paper and the accompanying video introduce a conceptual framework that is used to assist individual students that experience severe learning difficulties in whole number arithmetic. As well as for individual tutoring sessions, this framework can also be applied to classroom teaching and learning. Following a brief description of the organisation and central aims of the intervention programme as well as the used manipulatives, a Four-Phases-Model is presented to support the development of basic computational ideas with respect to the specific arrangement in the case of Ole, the second-grade student featured in the accompanying video. Furthermore, this FourPhases-Model can be used to document the individual learning process and offers opportunities for the evaluation the intervention programme in future research.