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

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

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

Abstract

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 language	English
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 (MERGA)
Pages	300-307
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 https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings)

Conference

Conference	Annual conference of the Mathematics Education Research Group of Australasia 2019
Abbreviated title	MERGA 2019
Country/Territory	Australia
City	Perth
Period	30/06/19 → 4/07/19
Internet address	https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings)

Cite this

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). Mathematics Education Research Group of Australasia (MERGA).

Gervasoni, Ann ; Roche, Anne ; Giumelli, Kerry et al. / Insights about the progress of grade 1 children who are mathematically vulnerable and participate in a mathematics intervention program. Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia. editor / Gregory Hine ; Susan Blackley ; Audrey Cooke. Adelaide SA Australia : Mathematics Education Research Group of Australasia (MERGA), 2019. pp. 300-307

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abstract = "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. ",

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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. Mathematics Education Research Group of Australasia (MERGA), Adelaide SA Australia, pp. 300-307, Annual conference of the Mathematics Education Research Group of Australasia 2019, Perth, Western Australia, Australia, 30/06/19.

Insights about the progress of grade 1 children who are mathematically vulnerable and participate in a mathematics intervention program. / Gervasoni, Ann; Roche, Anne; Giumelli, Kerry et al.
Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Gregory Hine; Susan Blackley; Audrey Cooke. Adelaide SA Australia: Mathematics Education Research Group of Australasia (MERGA), 2019. p. 300-307.

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

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AB - 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.

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Gervasoni A, Roche A, Giumelli K, McHugh B. Insights about the progress of grade 1 children who are mathematically vulnerable and participate in a mathematics intervention program. In Hine G, Blackley S, Cooke A, editors, Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide SA Australia: Mathematics Education Research Group of Australasia (MERGA). 2019. p. 300-307