Teachers on the efficacy of support to students with learning difficulties

The empirical study investigated to what extent the implementation of the dPMAT model (a didactic approach to supporting pupils with learning difficulties in mathematics) contributed to the qualification of teachers for the implementation of support to pupils with learning difficulties in mathematics. 80 mathematics teachers and 101 generalist teachers completed a questionnaire through which they rated the impact of the dPMAT model on their knowledge and skills in relation to the teaching and learning of students with difficulties in learning mathematics. The mathematics teachers assessed the contribution of the model to their skills in the selection and design of appropriate teaching aids (M = 4.1, Sd = 0.8) and in the recognition and identification of learning difficulties the highest (M = 4.0, Sd = 0.8). The generalist teachers assessed the contribution of the model to their skills in facilitating the use of appropriate teaching aids the highest (M = 4.0, Sd = 1.1).

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