Early Intervention in Mathematics
Keywords:
Number Concepts, Early Year's Intervention, Mathematics, Mathematical DiscussionAbstract
What does a child need to know to understand number concepts? This article is an account of a research study which aimed to assess the effectiveness of an early year’s intervention in relation to the number element of the revised mathematics curriculum. It considers the main differences between traditional approaches to teaching number and an approach which uses counting, matching and discussion, where numbers are not taught individually, but learned in the context of other numbers, on number lines and in games. The results point to positive learning outcomes in number concept development and in social skills for children who took part in the intervention.
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