Mata sa Rang Co-teaching: Inclusive Support for Numeracy


  • Gráinne Cull
  • Joe Travers


Co-Teaching, Numeracy, Maths, Multi-Grade, Inclusion, Early Intervention


This article reports the findings from one section of a small-scale research study in a rural mainstream school in Ireland. The study focused on enhancing the numeracy skills of all pupils in a multi-grade First & Second Class (aged 6 – 8) through the implementation of Mata sa Rang (Maths Recovery) approaches in a co-teaching model for inclusive early intervention in mathematics. The pupils’ needs in numeracy were identified, class-based support was developed and targeted to meet their needs; their progress was monitored and reviewed. The findings indicate that using Mata sa Rang approaches in co-teaching can be an effective early intervention to develop key competencies in numeracy.


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How to Cite

Cull, G., & Travers, J. (2021). Mata sa Rang Co-teaching: Inclusive Support for Numeracy. REACH: Journal of Inclusive Education in Ireland, 31(2), 115–128. Retrieved from