شرحي بر تشخيص و مداخله ي زودهنگام دانش آموزان داراي مشكل در رياضيات

Commentary on Early Identification and Intervention for Students with Mathematics Difficulties

Compared to knowledge base in early reading difficulties, early difficulties in mathematics and the identification of mathematics difficulties (MD) in later years have been less researched and understood. However an emergent body of empirical research is suggesting possible predictors of MD, and thus, there is a need to further validate these predictors and to identify effective intervention for young children who are demonstrating MD. Gersten et al. (2005) present important findings from the scant body of research on MD concerning early identification and intervention. They have highlighted the research pertaining to three key areas: (a) the nature of MD, (b) number sense and (c) instructional implications related to preliminary findings about the predictors and measures of mathematical proficiency, Gersten et al, provide their perspectives on the goals of early intensive intervention, including a focus on increasing fluency with basic arithmetic combination, developing basic number sense principles (e.g., quantity discrimination, counting knowledge), and other number sense components (e.g., estimation, place value, reasonableness of answer). The purpose of this commentary is to reflect on the key highlights of Gresten et al, article by connecting their information to other relevant sources and findings related to the nature of MD, early mathematics instruction, and differentiating instruction for struggling students.