Supporting children with mathematics learning difficulties: Outcomes of an intervention program
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Abstract
At least 20% of adults have very low numeracy (Bynner & Parsons, 1997) and about 5-8% of the population has severe
specific Mathematical Learning Disabilities (Butterworth, Varma & Laurillard, 2011). Failure to acquire basic mathematical
skills may have serious life-long consequences. Thus, it is important to find ways of enabling children with MLD to acquire
numeracy skills. The present study involved 10 children in Grade 3 (7 to 8 years old), identified by their teachers as struggling
with mathematics. They were assessed using the Dynamo Assessment, which provides a profile of strengths and weaknesses
in important components of mathematics. Five children acted as controls, while the other five followed the Dynamo
Intervention programme. The intervention lasted for eight weeks. All the children were subsequently re-assessed using
Dynamo Assessment. The profiles of the children who had undergone intervention showed improvement in most
components, while the control group did not.
Keywords: Mathematical learning difficulties,grade 3,Dynamo Intervention,Dynamo Assessment.
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