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Related Experiment Videos

Early identification and interventions for students with mathematics difficulties.

Russell Gersten1, Nancy C Jordan, Jonathan R Flojo

  • 1College for Education, University of Oregon, USA.

Journal of Learning Disabilities
|August 27, 2005
PubMed
Summary

Early identification of mathematics difficulties (MD) is crucial, as these challenges, often linked to reading issues and number sense deficits, can improve with timely intervention. Key indicators in kindergartners include magnitude comparison and working memory.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Special Education

Background:

  • Mathematics difficulties (MD) affect a significant number of students.
  • Early identification and intervention are critical for improving outcomes.
  • Research on MD, particularly in early identification, is still developing.

Purpose of the Study:

  • To review current research on mathematics difficulties (MD).
  • To identify key indicators for early identification of MD in kindergartners.
  • To explore implications for early intervention strategies.

Main Methods:

  • Literature review of existing research on mathematics difficulties.
  • Analysis of studies focusing on early identification measures.
  • Discussion of findings in relation to number sense components.

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Main Results:

  • Mathematics difficulties are not always stable over time.
  • Reading difficulties are associated with slower mathematics progress.
  • Students with MD often struggle with retrieving basic arithmetic facts.
  • Valid early indicators for MD include magnitude comparison, counting strategies, number identification, and working memory.

Conclusions:

  • Early identification of mathematics difficulties is feasible using specific indicators.
  • Intervention strategies should address number sense and working memory.
  • Addressing reading difficulties may positively impact mathematics development.