Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE (www.oxfordhandbooks.com). © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 15 December 2019

Abstract and Keywords

Young children who find mathematics very difficult are likely to encounter profound problems later on. Previous small-scale studies have indicated that early intervention can help them, but have provided insubstantial evidence. This chapter discusses the key features of a new mathematics intervention in England, Numbers Count, and analyzes the findings of a large-scale impact study of 8000 low-achieving 6- and 7-year-old children. After an average of 43 half-hour, one-to-one lessons in 3 months, their number age test scores had risen by 14 months with an effect size of .85. Their attitudes towards learning mathematics also improved substantially, with an effect size of .7. Children made strong progress irrespective of their background characteristics. It is suggested that the success of the intervention was due to its design, to its teachers’ professional development program, and to rigorous quality assurance. Subsequent changes are discussed.

Keywords: primary education, mathematics education, mathematical difficulties, underachievement, intervention

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.