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

Bernadette Long

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-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 languageEnglish
Title of host publicationProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)
EditorsKim Beswick, Tracey Muir, Jill Wells
Place of PublicationPraha Czech Republic
PublisherInternational Group for the Psychology of Mathematics Education
Pages218 - 225
Number of pages8
Volume3
Publication statusPublished - 2015
EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia
Duration: 13 Jul 201518 Jul 2015
Conference number: 39th

Conference

ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2015
Abbreviated titlePME 2015
CountryAustralia
CityHobart
Period13/07/1518/07/15

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