The Open UniversitySkip to content
 

Catch Up Numeracy: a targeted intervention for children who are low-attaining in mathematics

Holmes, Wayne and Dowker, Ann (2013). Catch Up Numeracy: a targeted intervention for children who are low-attaining in mathematics. Research in Mathematics Education, 15(3) pp. 249–265.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/14794802.2013.803779
Google Scholar: Look up in Google Scholar

Abstract

Many children who would not be identified as having special educational needs are low-attaining in mathematics, which often has a severe impact on their progress at school and their successes in later life. This paper describes Catch Up Numeracy, a non-intensive targeted intervention for children who are low-attaining in mathematics, which is delivered by classroom assistants in only thirty minutes per week. Data for 440 children, including controls, show that children receiving Catch Up Numeracy intervention attained average gains more than twice that expected of typically attaining children, and more than twice that attained by children receiving non-targeted mathematics support. The evidence suggests that Catch Up Numeracy is effective for children who are low-attaining in mathematics. More generally, it supports the view that many children's arithmetical difficulties are highly susceptible to intervention, and that the intervention does not need to be intensive or delivered by highly-trained teachers to be effective.

Item Type: Journal Item
Copyright Holders: 2013 British Society for Research into Learning Mathematics
ISSN: 1754-0178
Keywords: mathematical difficulties; numeracy intervention; Catch Up Numeracy
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 47643
Depositing User: Wayne Holmes
Date Deposited: 24 Oct 2016 09:35
Last Modified: 07 Dec 2018 10:45
URI: http://oro.open.ac.uk/id/eprint/47643
Share this page:

Metrics

Altmetrics from Altmetric

Citations from Dimensions

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU