Early Identification and Interventions for Students With Mathematics Difficulties. Meghanne Currie Assessment: Fall 2008. The nature of mathematics difficulties….
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Number sense, according to Case (1992) is a conceptual structure that relies on many links among mathematical relationships, mathematic principles, and mathematical procedures.
No two researchers have ever defined number sense precisely the same way.
If the same aged children are presented with a “bigger” group and a “smaller” group, most are able to identify between the two, but only the students with a more developed number sense would be able to tell that one group had 8 blocks, and one group had 5, and that 8 was 3 bigger than 5.
Many different tests can be used in order to assess a student’s mathematical ability.
The Number Knowledge Test is a primary measure which is individually administered and allows the examiner to obtain information on the children’s knowledge of basic math concepts and operations, as well as their depth of understanding.
There is not much research done on early intervention of MD on an individual basis.
Some tactics used are controlled response times, in order to force student’s to rely on retrieval rather than counting. This method did not work well with all students, and for students who relied primarily on finger counting it did not work at all.
Instruction and guidance in strategy use is critical.
A major goal is to develop fluency and proficiency with basic math combinations.