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Early Identification and Interventions for Students With Mathematics Difficulties

Early Identification and Interventions for Students With Mathematics Difficulties. Meghanne Currie Assessment: Fall 2008. The nature of mathematics difficulties….

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Early Identification and Interventions for Students With Mathematics Difficulties

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  1. Early Identification and Interventions for Students With Mathematics Difficulties Meghanne Currie Assessment: Fall 2008

  2. The nature of mathematics difficulties… • Children who exhibit mathematics difficulties include those performing in the low range and well below average. (At or below the 35th percentile.) • Children may perform at an average level in some areas but have difficulty in others. • Research is presently done over a longitudinal period of time to determine their progress. • Mathematics has multiple cognitive requirements, and therefore children’s abilities are generally uneven across areas. • Gender & ethnicity did not predict growth in math.

  3. The role of number sense in young children… • 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.

  4. Valid early screening measures… • 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.

  5. Early intervention & instruction… • 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.

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