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  • Moving from Diagnosis to Intervention in Numeracy - turning mathematical dreams into reality

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    74843_1.pdf (82.96Kb)
    Author(s)
    Booker, George
    Griffith University Author(s)
    Booker, George
    Year published
    2011
    Metadata
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    Abstract
    When students experiences difficulties in mathematics, they require assistance to overcome the misconceptions or inappropriate ways of thinking they have developed. Such difficulties should be identified early and assistance provided to address the needs revealed by a Diagnosis of their ways of acting and thinking. Intervention can then focus on providing support within a teaching sequence as soon as a difficulty is noted or anticipated as an essential element of ongoing learning. In this way, students be can helped to develop the conceptual understanding and fluent processes needed to acquire and use mathematics. This paper ...
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    When students experiences difficulties in mathematics, they require assistance to overcome the misconceptions or inappropriate ways of thinking they have developed. Such difficulties should be identified early and assistance provided to address the needs revealed by a Diagnosis of their ways of acting and thinking. Intervention can then focus on providing support within a teaching sequence as soon as a difficulty is noted or anticipated as an essential element of ongoing learning. In this way, students be can helped to develop the conceptual understanding and fluent processes needed to acquire and use mathematics. This paper will provide an overview to the intervention process, from determining underlying causes of any difficulties, leading a student to see inadequacies in their ways of proceeding and thus appreciate a need to change, to implementing means of building appropriate ways of thinking, generalising and applying mathematical ideas. A series of numeracy screening tests (Booker 2011) will be presented.
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    Conference Title
    Mathematics Education into the 21st Century: Proceedings of the 11th International Conference
    Publisher URI
    http://math.unipa.it/~grim/21project.htm
    Copyright Statement
    © The Author(s) 2011. This is the author-manuscript version of this paper. It is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author.
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/44943
    Collection
    • Conference outputs

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