# Learning Difficulties in Numeracy – Intervention Strategies (5/5)

variability and individual differences in development trajectories necessitate different intervention approaches: one size doesn’t fit all when we’re looking at intervention and support for learning We need to be able to accurately assess a student’s core number ability and we’ve talked about assessment at length in video four now for their enumeration and their estimation including number line estimation, which we talked about as a classroom based activity, their arithmetic abilities, from counting to addition, subtraction, multiplication, division, their fraction abilities, particularly assessing the errors they make and their algebra abilities and in algebra we are interested in their understanding of algebraic reasoning Now as I said earlier there are many competencies along the maths developmental pathway I’ve focused on these core number and arithmetic for primary school are imperative for future maths success, and then two well-known areas of difficulty, fractions and algebra, where these difficulties may be highlighted again, and again diagnosis via assessment is critical to determine the appropriate intervention So students with different kinds of difficulties, they require different kinds of learning support and the optimum intervention for an individual is based on their specific skills determined from assessments and these outcomes will help also to identify the difference between deficit delay and expected maths learning pathways and just referring back to the video clip in video three from the businessman who had a lifetime experience with dyscalculia, this isn’t going to provide a cure but we can have coping strategies and the hope for these intervention strategies is that this is the building of some coping strategies for students with dyscalculia So Fuchs and colleagues in 2008, articulated these seven guiding principles for intervention which are are important for us to take into consideration as we work through these interventions First of all interventions must be instructionally explicit Students need to know exactly what it is we’re asking them to do and then we need to minimize the learning challenge Now interactive assessment does this very well because it breaks it down into the smaller steps but the student needs clear and precise, logically ordered explanations Breaking it down into smaller parts always will help the student because it minimizes the amount that they have to learn, and also it will isolate their difficulties It’s imperative too that we have a strong conceptual basis for any procedures, in previous videos I have talked about that students can apply a procedure, they can learn a procedure but if they don’t have a conceptual basis they are going to forget that procedure So this conceptual basis is important, if you’re introducing a procedure, making sure that you have presented the conceptual basis for it and reiterating that continually as the student uses procedures The student will need to practice Skill practice is essential, especially if the conceptual understanding is going to result from repetition of a procedure We need to need to review where we’re at now, where we’ve come from and where we’re going to go to, we’re going to need some motivators to help students regulate attention or behavior because often students by the time we get into these intervention strategies we find that they have been turned off maths altogether Partly they’re anxious about it Partly they just find it too difficult So it’s important that we motivate them and make it fun for them so that they do succeed, and that’s that’s an aspect of the “success for everyone” type of approach We also need to monitor progress continuously We need to know that the student is progressing and if they aren’t we need to go back to see what it is that we need to intervene over So videos 1 and 2 then outline the development of children’s maths ability from infancy to pre-school to primary and secondary formal ed instruction Difficulties for MLD children,