Small group interventions for children aged 5-9 years old with mathematical learning difficulties

The research related to educational interventions for children with mathematical learning difficulties has been increasing steadily. In this chapter I focus on small group interventions for children aged 5–9 years old with learning difficulties in mathematics. First, I describe the important issues: (1) who are the children having problems in mathematics, (2) what do we mean with (special) education intervention, (3) what does Responsiveness to Intervention mean, and (4) what intervention features have been found effective for children aged 5–9 years with learning difficulties in mathematics. Then, I describe the research and developmental work that has been done in Finland on designing web services which provide evidence-based information and materials for educators. The two web services are LukiMat and ThinkMath. Together, these two web services include the knowledge base, assessment batteries and intervention tools to be used in relation to mathematical learning difficulties in the age group 5–9 years.Peer reviewe

Bringing mathematics alive through stories

Stories and mathematics are often seen as incompatible. This misconception is arguably caused by the way mathematics is perceived only as a collection of formulae, largely abstract and void of meaningful context. However, many previous studies provide evidence that connecting stories and mathematics together is beneficial to both literacy and mathematical development. This chapter will draw from relevant theories and research literature to highlight potential cognitive and emotive benefits of integrating stories in developing mathematical thinking and learning for young children. The chapter will also discuss some of the benefits of treating learners not only as consumers of mathematical stories, but also as their producers. Finally, the chapter will end with some interesting case studies of practitioners using stories in their mathematics teaching