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Use of the Picture Book in Teaching Mathematics and Serbian Language
Fletcher et al. 2006). The term learning disabilities doesn’t include children
with learning disabilities due to a visual, auditory or motor handicap, or chil-
dren with intellectual disabilities, emotional disorders, or emotionally or cul-
turally disadvantaged children (Golubović 2005, 377). The thing that all learn-
ing disabilities have in common is the fact that they are clearly manifested,
and the thing that clearly defines them is a discrepancy between student’s
academic achievement and his/her apparent learning capacity.
Of the total number of children with specific learning disabilities, around
5 to 8 are children with some type of cognitive deficit disrupting their
ability to learn concepts or procedures in one or several domains of math-
ematics (Geary 2004, 4). Although neuropsychological research points out
to the basic underlying causes of mathematics-related problems, e.g. visual-
gnostic processes, audio-gnostic processes, spatial processes (Murphy et al.
2007), there are other reasons for manifesting weaknesses in mathematics.
We should seek them at the level of cognitive development, environmen-
tal factors, teaching process, compatibility between teaching and learning
styles, fear, child’s preparedness for adopting mathematics (Geary and Hoard
2002; Golubović 2004), but also hereditary factors (Shalev et al. 2001). Diffi-
culties in learning mathematics may be the result of the lack of ability to
represent or process information in one or all domains of mathematics (e.g.
geometry), or in one or a set of individual competences within each do-
main (Geary 2004, 4). Abilities and skills required for acquiring mathematical
knowledge, which form the basis for successful learning of this scientific dis-
cipline are not mathematical in nature. According to Sharma (2001), these
skills are: ability to follow the order of operations; spatial orientation and
organisation; recognition of shapes and forms; visualisation; estimation of
size, mass, number; deductive reasoning – ability to draw conclusions from
general rules to individual premises, or from a general premise to a logical
conclusion; inductive reasoning – natural understanding which is not a re-
sult of conscious attention and reasoning, simple observation of shapes in
different situations and mutual connection between procedures and con-
cepts. If students fail to master these skills, they may encounter difficulties in
learning mathematics, manifested in the form of difficulties in following the
order of operations in mathematical problems (e.g. division – which number
should be the divisor, which procedures should be implemented in this oper-
ation, etc.), or as incorrectly written and regrouped. In addition, a child may
also have difficulties in counting, estimating distance, height, movement
through space, etc. because all these actions require a developed concept of
three-dimensional space (Golubović 2004, 71). Many children with learning
397
Fletcher et al. 2006). The term learning disabilities doesn’t include children
with learning disabilities due to a visual, auditory or motor handicap, or chil-
dren with intellectual disabilities, emotional disorders, or emotionally or cul-
turally disadvantaged children (Golubović 2005, 377). The thing that all learn-
ing disabilities have in common is the fact that they are clearly manifested,
and the thing that clearly defines them is a discrepancy between student’s
academic achievement and his/her apparent learning capacity.
Of the total number of children with specific learning disabilities, around
5 to 8 are children with some type of cognitive deficit disrupting their
ability to learn concepts or procedures in one or several domains of math-
ematics (Geary 2004, 4). Although neuropsychological research points out
to the basic underlying causes of mathematics-related problems, e.g. visual-
gnostic processes, audio-gnostic processes, spatial processes (Murphy et al.
2007), there are other reasons for manifesting weaknesses in mathematics.
We should seek them at the level of cognitive development, environmen-
tal factors, teaching process, compatibility between teaching and learning
styles, fear, child’s preparedness for adopting mathematics (Geary and Hoard
2002; Golubović 2004), but also hereditary factors (Shalev et al. 2001). Diffi-
culties in learning mathematics may be the result of the lack of ability to
represent or process information in one or all domains of mathematics (e.g.
geometry), or in one or a set of individual competences within each do-
main (Geary 2004, 4). Abilities and skills required for acquiring mathematical
knowledge, which form the basis for successful learning of this scientific dis-
cipline are not mathematical in nature. According to Sharma (2001), these
skills are: ability to follow the order of operations; spatial orientation and
organisation; recognition of shapes and forms; visualisation; estimation of
size, mass, number; deductive reasoning – ability to draw conclusions from
general rules to individual premises, or from a general premise to a logical
conclusion; inductive reasoning – natural understanding which is not a re-
sult of conscious attention and reasoning, simple observation of shapes in
different situations and mutual connection between procedures and con-
cepts. If students fail to master these skills, they may encounter difficulties in
learning mathematics, manifested in the form of difficulties in following the
order of operations in mathematical problems (e.g. division – which number
should be the divisor, which procedures should be implemented in this oper-
ation, etc.), or as incorrectly written and regrouped. In addition, a child may
also have difficulties in counting, estimating distance, height, movement
through space, etc. because all these actions require a developed concept of
three-dimensional space (Golubović 2004, 71). Many children with learning
397
