Insights about the progress of grade 1 children who are mathematically vulnerable and participate in a mathematics intervention program

Ann Gervasoni, Anne Roche, Kerry Giumelli, Barbara McHugh

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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.
Original languageEnglish
Title of host publicationMathematics Education Research
Subtitle of host publicationImpacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia
EditorsGregory Hine, Susan Blackley, Audrey Cooke
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia
Number of pages8
Publication statusPublished - 30 Jun 2019
EventAnnual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia
Duration: 30 Jun 20194 Jul 2019
Conference number: 42nd (Proceedings)


ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2019
Abbreviated titleMERGA 2019
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