In this thesis I consider individual professional assistance for pupils with learning difficulties in mathematics. In addition, I also present some forms of non-professional assistance: parents assistance, peer-tutoring, tutoring and computer aided assistance. The mainly focus is, however, on the approaches and strategies of mathematic teachers and other professionals in providing individual assistance in mathematics and on the effectiveness of selected forms of non-professional assistance. In the experimental part of the thesis I explore individual assistance for pupils with learning difficulties as is provided by two experts – a mathematics teacher and a special needs educator. I conducted a case study in which, using non-participatory observation and other methods, I studied two experts as they provided individual assistance to a pupil. In six recorded hours of individual assistance for a pupil with learning difficulties I studied various aspects of the assistance by analysing the transcription of the dialogues from individual lessons. The analysis revealed that the mathematic teacher and special needs educator used two consistent but different approaches. Knowing the strengths and weaknesses o both approaches to individual assistance is important in designing interventions aimed at improving pupils knowledge of mathematics.
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