Early Identification and

Interventions for
Students With
Mathematics Difficulties.
by
Chair:
Azmer Asraf

Co-chair:
Mohd Fazli Bin Zubir

Russel Gersten, Nancy C. Jordan, and

Jonathan R. Flojo

 Document study on Mathematics difficulties (MD)

relevant to early identification and early
intervention.
MD are not stable over time
Reading difficulties (RD) related to slower progress in
Mathematics.

Introduction

MD demonstrate problems with automatics retrieval

of basic arithmetic combinations.
Indicator of potential MD:
Magnitude comparison
Sophistication of counting strategies
Fluent identification of numbers
Working memory

 Key finding on diverse approaches

concerning on:

Objectives

nature of MD
role of number sense
screening measure for early detection of
potential difficulties in Math
early intervention and instruction

 Longitudinal study observation study.

Reveal the nature and types of MD extent to change over
time.

The Nature
of
Mathematical
Difficulties

Geary et al. (2000)

MD not stable over time
Longitudinal study over 2 to 5 years math proficiency
Explore on : relationship between MD & RD
: various type of MD

 Goldman, Pellegrino, & Mertz, 1988; Hesselbring, Goin, &

Brandsford, 1988):
students (elementary grade) unable to automatically
retrieve on arithmetic facts (such: 4+3=7)

Fluency and
Mastery
of
Arithmetic
Combinations

Jordan et al. (2003):

2 group of students
Tested variety of math test - Arithmatics Combination (AC)

Groups :

Low mastery of
AC

Fully mastery of
AC

IQ/gender/Income level

constant

constant

Observation:
(number combination)

Increased at
steady rate

No progress

*Major finding: Deficits in the retrieval of basic combinations

 Jordan et al. (2003):

sophistication of counting strategies used.

Maturity and
Efficiency
of
Counting
Strategies

Groups (students) :

Low mastery

Fully mastery

Observation:
Counting strategies

Use fingers

Verbal counting

Mental manipulation on
math proficiency

Not proficient

Proficient

Siegler and Shrager (1984):

children use different strategies (unsophisticated /

matured)
repeated used of strategies & memory store:
information can be easily retrieve.

 Geary et al. (1990)

studying counting strategy used by students with MD in
the first grade.
the finding is divided into 3 groups as below:

Maturity and
Efficiency
of
Counting
Strategies

Began & Ended

Average level

Began - low level

Ended - average level

Began & Ended

low level

Rarely do mistakes

Perform at the same

rate as average

Make more mistake

(even use both
finger & verbal)

No MD

No MD

Having MD

student having MD tend to understand counting as a rote.

importance for understanding methods for early

screening.

 Jordan et al.,(2003); Jordan & Montani, (1997):

Children with MD (adequate readers) show a
different pattern of cognitive deficits than children
with MD + RD.

Mathematic
Difficulties (MD)
and
Reading
Difficulties (RD)

Hanich et al. (2001); Jordan, Kaplan and Hanich (2002):

MD & RD = performance < 35%
study the performance in reading & mathematics
on Woodcock-Johnson Psycho-educational BatteryRevised:
Grouped:

MD only

MD + RD

RD only

TA

Started

22%

21%

60%

68%

Results

Rapid
growth

lowest

Same level
as MD

Better than
others

RD negative influence on child development

MD+RD perform lower than MD at rate below 15%
Math abilities not influence reading growth
Gender & ethnicity has no influence

 Bereiter & Scardamalia, 1981; Dehaene,

1997; Greeno, 1991; Okamoto &
Case,1996):

focuses on concept of number sense

Number
Sense

Case: number sense difficult to define but easy to

recognize.
The characteristics of good number sense:
Fluency in estimating and judging magnitude.
Ability to recognize unreasonable results
Flexibility when mentally computing
Ability to move among different & appropriate
representations

 Case, Harris and Graham (1992):

children need differentiated instruction in math
Okamoto (2000):

Number
Sense

2 factors in childrens mathematics proficiency:

Counting
Quantity discrimination
Case et al., (1992)
Number sense = conceptual structure that relies on
many link among mathematical relationship & principles.
Number sense can be enhance thru informal or formal
instruction prior to entering school.

 Okamoto & Case, (1996):

Number Knowledge Test:
Assess the students depth understanding of
math (Table 1, pg 298)

Early Detection
of MD
and
Potential
Screening
Measures

Baker, Gersten, Flojo, et al. (2002):

Assess students number sense to predict their
performance in arithmetic.
Measures on: (refer Table 2)
Quantity discrimination (magnitude
comparison)
Counting knowledge
Number identification
Working memory
Number Knowledge Test (NKT) the best predictor in
the set of measures of SAT-9 (Stanford Achievement
Test-Ninth Edition) Procedures and Problem Solving.

Implications

Early intensive intervention (Fuchs, Karns, Hamlett, &

Katzaroff, 1999; Griffin, Case & Siegler, 1994)
Increased fluency and accuracy with basic
arithmetic.
development of more mature and efficient
counting strategies.
aspects of number sense
the need for differentiated intervention.
The used of technology. Hasselbring et al., (1988):
design a computer program mix combination
of arithmetics (fluency/retrieval)
Instruction and guidance in strategy. Siegler (1988):
Children can derive quickly with minimal
cognitive effort.

 Early mathematical intervention;

Development of fluency and proficiency with basic
arithmetic combinations and the increasingly
accurate and efficient use of counting strategies.

Conclusions

Teachers need to be aware students who have not

mastered basic combinations.
Further advances in development valid measures for
screening and early detection will need to be refined.
Understand the specific skills, strategies, and predict
subsequence problems in becoming proficient in
mathematics.

Q &A
By : Mohd Fazli Bin Zubir

Question 1

What are the

objectives of this
study?

The
objectives of
this study are
:

The nature of mathematics difficulties.

The role of number sense in young children.
Valid screening measures for early detection of
potential difficulties in mathematics.
Early intervention and instruction.

Question 2

What are the four series of

measures of specific skills
and proficiencies developed
by Geary et all (2000)?

The four
series are :

Measures of quantity discrimination (magnitude

comparison).
Counting knowledge/strategies.
Number identification.
Working memory.

Question 3

What is the method of

study use to determine a
childs growth in the past
research? Describe it?

The method
is :

Longitudinal study research study that involve

repeated observation of the same variables over
long period of times/decades.

Question 4

Okamoto and Case (1996)

were developed the
Number Knowledge Test.
What are the Number
Knowledge Test?

The Number
Knowledge
Test is :

An individually administered measure that allows the

examiner not only to appraise children knowledge of
basic arithmetic concepts and operations but also to
assess their depth of understanding through a series of
structure probes that explore students understanding
of magnitude, the concept of bigger than and the
strategies they use in counting.

Question 5

Hanich (2001) and Jordan

(2002) had examined certain
group of childrens
achievement growth in
reading and mathematics.
What are the types of group?

 Mathematics difficulties (MD) only

The types of
group are :

Mathematics difficulties (MD) and reading

difficulties (RD)
Reading difficulties (RD) only
Typical achievement (TA)

Question 6

What is the parameter

(percentile) the children
will have mathematics
difficulties (MD) and
reading difficulties (RD)
problem?

The
percentile is :

Below 35th percentile.

What are the two groups of

Question 7

children that was tested for

children development in from
grade two to grade three based on
Jordan et all (2003)?

The groups
are :

Low mastery & high mastery of arithmetic

combination

Question 8

What are the

finding from
question no. 7?

The finding is
:

Children who possessed combination

mastery increased at steady rate on timed
number combinations, whereas children
with low combination mastery made
almost no progress over the 2 year
period.

Question 9

Based on the article, give

your opinion on the factor
that might cause the
children to have
mathematics difficulties
(MD)?

 Insufficient exposure on early identification of

arithmetics.

Some
opinions are :

No implementation of counting strategies

(tradisional).
Low working memory because lack of attention
from teacher.

Question 10

Based on your experienced,

what would be your
approach to help students
overcome their
mathematics difficulties
(MD)?

Some
approaches
are :

Games
ICT
Demonstration

Math
is
Fun

THANK YOU