This “learning strategies” are but disabled, depending on progress on the substance. The gaps increase steadily. This usually leads to increased attempt to “survive”, although little is with individual solution strategies in mathematics instruction despite. These strategies are then usually an arbitrary combination of calculation rules and mathematical laws, one at some point ever, heard in “Mathematical career” regardless of whether they match the current task. So, the student understands the task nor the content of the mathematical law, which he decides to use to resolve.
Editing a task easily becomes the lottery game. One qualitative learning level analysis determines at which points in the mathematical construction that the understanding does not exist or spongy, is sketchy and based no longer can be understood. The approach of the student’s handling of the mathematical task tells you about his “individual mathematical thinking” and thus its misunderstandings and gaps. It seems always the latest learning material, which they again failed ostensibly, in fact, the difficulties are often fundamental and far behind. The deficits can be content and precisely specify its qualitative significance for the construction of mathematical thoughts building with a diagnosis of our Institute adapted specifically for these difficulties. So, it can be settled if the unsatisfactory performance in mathematics on poorly developed mathematical thinking are related, whether a dyscalculia occurs or there are only a few small gaps in the fabric. An early differential diagnosis of the situation is thus strongly recommended, because timely support not just for the school development, but also for the well-being of young people and its healthy personality development is necessary. Traditional school performance tests are little relevance, as they can add the different deficits usually simply (as not sufficient number of points) – and thus concretely reveal not the real individual grievances. Only through a content (“qualitative”) diagnosis can be the crucial notes and gain clues for individually targeted and successful treatment. For more information on the Centre for emesis therapy Elbe-Weser (Technical Institute in Cuxhaven, Bremerhaven and Zeven) phone: 0471 9266844 (our phone hours: Monday to Thursday: 12:00 13:30) Internet: eMail: