Mata sa Rang Co-teaching: Inclusive Support for Numeracy
Keywords: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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