This paper reports on the longitudinal results over 12 months of 342 Grade 1 children from 57 schools in Sydney, Australia, who participated in the Extending Mathematical Understanding (EMU) Intervention Program. Their vulnerability in four whole number domains is described, and the extent to which this changed after 12 months. Overall the EMU students made accelerated progress when compared with all Grade 1 students (N = 3277) and the number of domains for which they were vulnerable decreased when assessed 12 months later. However, 75% of the children who received this supplementary support remained vulnerable in at least one number domain the following year.
|Title of host publication||Mathematics Education Research|
|Subtitle of host publication||Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Gregory Hine, Susan Blackley, Audrey Cooke|
|Place of Publication||Adelaide SA Australia|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 30 Jun 2019|
|Event||Annual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia|
Duration: 30 Jun 2019 → 4 Jul 2019
Conference number: 42nd
|Conference||Annual conference of the Mathematics Education Research Group of Australasia 2019|
|Abbreviated title||MERGA 2019|
|Period||30/06/19 → 4/07/19|
Gervasoni, A., Roche, A., Giumelli, K., & McHugh, B. (2019). Insights about the progress of grade 1 children who are mathematically vulnerable and participate in a mathematics intervention program. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 300-307). Adelaide SA Australia: Mathematics Education Research Group of Australasia.