@inbook{1ce22f580d724f46af2a318ea65deb1b,
title = "Longitudinal progress of Australian six-year-old students who participated in a mathematics intervention program",
abstract = "The longitudinal progress of 42 Grade 1 students (six-year-olds) who participated in an Extending Mathematical Understanding (EMU) Intervention Program in 2010 was analysed for the following three years and compared with the progress of peers in the following four whole number domains: 1) Counting, 2) Place Value, 3) Addition and Subtraction Strategies and 4) Multiplication and Division Strategies. The findings show that participation in an EMU Intervention Program was associated with accelerated learning for the majority of students and that this learning was mostly maintained and extended in subsequent years. By the beginning of 2011, the spread of students{\textquoteright} growth points in all domains was very similar for the EMU group and their peers. ",
keywords = "mathematics intervention, mathematics difficulties, mathematics assessment, number concepts, inclusion",
author = "Ann Gervasoni",
year = "2016",
language = "English",
isbn = "9788776847227",
series = "Cursiv",
publisher = "Aarhus Universitet (Aarhus University)",
pages = "15--33",
editor = "Lena Lindenskov",
booktitle = "Special Needs in Mathematics Education",
edition = "1st",
}