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 Dynam 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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