Abstract
Every mathematics teacher has a challenge in coping with the gap between low
and high achievers in the classroom. The purpose of the the project, Early Math
Intervention for Marginalized Students, TMTM 2014, is to bring forth knowledge of how these marginalized students - low as well as high achievers - within their first years of schooling think mathematically, as background to initiate more effective teaching of the two groups of students.
In autumn 2014, 328 Grade 2 students (born in 2006) received an individual special teaching, early intervention, based on the same model and material, 20 minutes per day, 4 days a week for 12 weeks. This intervention was implemented by 82 mathematics teachers placed in 41 schools in 31 different Danish municipalities.
In this session we will present the results of the preliminary analysis of the qualitative and quantitative data, which can be used to enhance the teaching of low and high mathematics achievers so as to increase their mathematical knowledge and confidence.
and high achievers in the classroom. The purpose of the the project, Early Math
Intervention for Marginalized Students, TMTM 2014, is to bring forth knowledge of how these marginalized students - low as well as high achievers - within their first years of schooling think mathematically, as background to initiate more effective teaching of the two groups of students.
In autumn 2014, 328 Grade 2 students (born in 2006) received an individual special teaching, early intervention, based on the same model and material, 20 minutes per day, 4 days a week for 12 weeks. This intervention was implemented by 82 mathematics teachers placed in 41 schools in 31 different Danish municipalities.
In this session we will present the results of the preliminary analysis of the qualitative and quantitative data, which can be used to enhance the teaching of low and high mathematics achievers so as to increase their mathematical knowledge and confidence.
| Original language | English |
|---|---|
| Publication date | 2016 |
| Number of pages | 1 |
| Publication status | Published - 2016 |
Keywords
- special needs education
- learning
- education