ABSTRACT

This chapter concerns close observation of a child during normal mathematics lessons. It starts with a consideration of the place of counting in learning mathematics, including possible difficulties. The main part of the chapter is a case study of Julie, a nine-year-old who has difficulties with many aspects of extended counting, in which her response to various mathematical tasks is described in detail. I compiled this case study when assuming a role similar to that of the two learning support assistants who also worked in the classroom. Following the case study, suggestions are made about identifying and helping children who have problems similar to those displayed by Julie. Finally, I reflect on how much I was able to notice in my assumed role and consider the implications of this for LSAs and the teachers they work alongside.