The Diverse Learning Needs of Young Children Who Were Selected for an Intervention ProgramReport as inadecuate




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International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v3 p33-40

This paper examines the learning needs of 35 Grade 1 children and 60 Grade 2 children who were identified as vulnerable in their number learning on the basis of a clinical interview and reference to a set of research-based growth points. All children were selected for an intervention program that aimed to accelerate learning in four number domains. A key finding was that the children had diverse learning needs. Therefore it seems that intervention programs must not be formularised, but be flexible enough in structure and instructional design to cater for diversity. (Contains 2 tables and 2 figures.) [For complete proceedings, see ED496848.]

Descriptors: Grade 1, Grade 2, Intervention, Instructional Design, Mathematics Instruction, Student Needs, High Risk Students, Numbers, Numeracy, Mathematics Skills, Student Diversity, Foreign Countries, Elementary School Students, Elementary School Mathematics

International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info[at]igpme.org; Web site: http://igpme.org





Author: Gervasoni, Ann

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4126&id=ED496836







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