From Zero to Hero: Research Based Small-Group Interventions for Children Struggling with Mathematics
Presentation by: Jovana Durica, Kathleen Walsh
Session A | 9:00 – 9:20 | Room 203
Abstract:
Mathematics and reading are promoted by educators as being crucial skills that children must master to foster later life success. Both poor mathematics and reading skills are associated with a wide range of serious, lifelong, difficulties including low SES, unemployment, major health concerns and increased crime rates. Despite the fact that both mathematics and reading difficulties are related to similar life outcomes, research has focused primarily on reading. Studies published regarding children’s academic difficulties are a ratio of 15:1 in favour of reading studies. Research also shows that schools are much more likely to provide small-group interventions in reading, than in math. The main reason for this discrepancy may be the fact that struggles in mathematics can be much more difficult to target as there are many components to developing strong foundational math skills. Due to this, teachers may feel less confident and underequipped to deal with children who are having difficulties in math.
The current presentation seeks to inform teachers on effective small-group intervention in mathematics. First, six effective small-group mathematics design principles will be presented as is outlined in Fuchs et al. (2008). Next, effective, research based, small-group interventions in early arithmetic, fractions, and word problems will be discussed. The goal of the current presentation is to equip teachers with knowledge of effective small-group interventions in order to help their students address their mathematical needs.
