Date of Award

2013

Degree Type

Thesis

Degree Name

Master of Education

School

School of Education

Faculty

Education and Arts

First Advisor

Dr Fiona Budgen

Second Advisor

Dr Deborah Callcott

Abstract

Research of teaching theories and intervention programs internationally and in Australia suggests that the implementation of numeracy support programs can improve student achievement levels (Fuchs, 2005; Ketterlin-Geller, Chard & Fien, 2008; Van Kraayenoord & Elkins, 2004). An intervention program was conducted for a small group of Year Two students with the aim of improving their numeracy skills over a 20 week period. Results of two mathematics assessments, together with information provided by teachers based on classroom observations and informal assessments were combined to select a group of twelve students who were considered to be at risk of developing mathematical difficulties. The program comprised of two 85 minute lessons and one 40 minute lesson per week in a room adjacent to the Year Two classroom. A social constructivist method of teaching was put into practice within the structure of a small group setting. A case study approach recorded the learning journey of each student with an individual profile of each participant maintained for the duration of the program. At the conclusion of the program data obtained from formative assessments, teacher observations, and feedback from the student participants were used to evaluate the program’s effectiveness. Students who were members of the intervention program improved their level of basic numeracy skills in the areas of addition, subtraction, multiplication, division, and number sequencing, and also demonstrated a positive disposition towards mathematics.

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