A strategy for engaging students whose achievement has fallen behind their peers

Bernadette Long

A strategy for engaging students whose achievement has fallen behind their peers

Bernadette Long

Education Clayton

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

This paper reports results from an investigation of the impact of an intervention program, Prepare 2 Learn, which was designed to support students who had sufficient gaps in their mathematical knowledge that made participation in mainstream classes problematic. The intervention incorporated a range of components, adapted from other successful intervention programs, with the main goal being to prepare students for their subsequent learning. The first iteration of the intervention included three year 6 students who were assessed as achieving approximately 6 months behind the expected standard in mathematics. Over the course of the iteration the students academic results improved substantially. Even more encouraging was the improvement in the students` approaches to their learning.

Original language	English
Title of host publication	Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)
Editors	Kim Beswick, Tracey Muir, Jill Wells
Place of Publication	Praha Czech Republic
Publisher	International Group for the Psychology of Mathematics Education
Pages	218 - 225
Number of pages	8
Volume	3
Publication status	Published - 2015
Event	Annual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia Duration: 13 Jul 2015 → 18 Jul 2015 Conference number: 39th

Conference

Conference	Annual Conference of the International Group for the Psychology of Mathematics Education 2015
Abbreviated title	PME 2015
Country	Australia
City	Hobart
Period	13/07/15 → 18/07/15

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Cite this

Long, Bernadette. / A strategy for engaging students whose achievement has fallen behind their peers. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39). editor / Kim Beswick ; Tracey Muir ; Jill Wells. Vol. 3 Praha Czech Republic : International Group for the Psychology of Mathematics Education, 2015. pp. 218 - 225

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title = "A strategy for engaging students whose achievement has fallen behind their peers",

abstract = "This paper reports results from an investigation of the impact of an intervention program, Prepare 2 Learn, which was designed to support students who had sufficient gaps in their mathematical knowledge that made participation in mainstream classes problematic. The intervention incorporated a range of components, adapted from other successful intervention programs, with the main goal being to prepare students for their subsequent learning. The first iteration of the intervention included three year 6 students who were assessed as achieving approximately 6 months behind the expected standard in mathematics. Over the course of the iteration the students academic results improved substantially. Even more encouraging was the improvement in the students` approaches to their learning.",

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booktitle = "Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)",

publisher = "International Group for the Psychology of Mathematics Education",

note = "Annual Conference of the International Group for the Psychology of Mathematics Education 2015, PME 2015 ; Conference date: 13-07-2015 Through 18-07-2015",

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Long, B 2015, A strategy for engaging students whose achievement has fallen behind their peers. in K Beswick, T Muir & J Wells (eds), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39). vol. 3, International Group for the Psychology of Mathematics Education, Praha Czech Republic, pp. 218 - 225, Annual Conference of the International Group for the Psychology of Mathematics Education 2015, Hobart, Australia, 13/07/15.

A strategy for engaging students whose achievement has fallen behind their peers. / Long, Bernadette.

Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39). ed. / Kim Beswick; Tracey Muir; Jill Wells. Vol. 3 Praha Czech Republic : International Group for the Psychology of Mathematics Education, 2015. p. 218 - 225.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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