Catch up Numeracy: A Targeted Intervention for Children Who Are Low-Attaining in Mathematics

Autor/inn/en	Holmes, Wayne; Dowker, Ann
Titel	Catch up Numeracy: A Targeted Intervention for Children Who Are Low-Attaining in Mathematics
Quelle	In: Research in Mathematics Education, 15 (2013) 3, S.249-265 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2013.803779
Schlagwörter	Mathematics; Mathematics Instruction; Intervention; Low Achievement; Numeracy; Special Needs Students; Mathematics Achievement; Foreign Countries; Elementary School Mathematics; Elementary School Students; Statistical Analysis; Control Groups; Difficulty Level; United Kingdom; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Rechenkompetenz; Sonderpädagogischer Förderbedarf; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Elementare Mathematik; Schulmathematik; Statistische Analyse; Schwierigkeitsgrad; Großbritannien
Abstract	Many children who would not be identified as having special educational needs are low-attaining in mathematics, which often has a severe impact on their progress at school and their successes in later life. This paper describes Catch Up Numeracy, a non-intensive targeted intervention for children who are low-attaining in mathematics, which is delivered by classroom assistants in only thirty minutes per week. Data for 440 children, including controls, show that children receiving Catch Up Numeracy intervention attained average gains more than twice that expected of typically attaining children, and more than twice that attained by children receiving non-targeted mathematics support. The evidence suggests that Catch Up Numeracy is effective for children who are low-attaining in mathematics. More generally, it supports the view that many children's arithmetical difficulties are highly susceptible to intervention, and that the intervention does not need to be intensive or delivered by highly-trained teachers to be effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01