A Systematic Review of Interventions for Children Presenting with Dyscalculia in Primary Schools

Autor/inn/en	Monei, Thato; Pedro, Athena
Titel	A Systematic Review of Interventions for Children Presenting with Dyscalculia in Primary Schools
Quelle	In: Educational Psychology in Practice, 33 (2017) 3, S.277-293 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2017.1289076
Schlagwörter	Intervention; Literature Reviews; Learning Problems; Best Practices; Mathematics Achievement; Mathematical Aptitude; Statistical Analysis; Evidence Based Practice; Elementary Education; Learning Disabilities; Elementary School Students + Suchen Sie Ihr Suchwort? Lernproblem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Elementarunterricht; Learning handicap; Lernbehinderung
Abstract	The acquisition of numerical competency is regarded as imperative for quality of life and economic well-being. Many children have significant mathematical learning difficulties known as dyscalculia. The aim of this research was to systematically review the available literature for interventions with children presenting with dyscalculia in primary schools, in order to provide an evidence base of filtered information assessed for methodological rigour and coherence. The study evaluated literature from 2004 to 2014 that reported on interventions for primary school children presenting with dyscalculia. Specific databases were accessed to highlight literature for inclusion in the study. The studies were assessed at title, abstract and full text levels for quality based on the inclusion and exclusion criteria. The findings provide a base of effective interventions that can be used in the school setting for individual development with a holistic focus and present various methods of instruction for children presenting with dyscalculia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01