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Azimi K, Shehni Yailagh M, Hajiyakhchali A. The guide of development, design and implementation of
mathematical interventions for children at risk for mathematical
learning difficulties: A review study. J Except Educ 2023; 1 (173) : 3
URL: http://exceptionaleducation.ir/article-1-2566-en.html
URL: http://exceptionaleducation.ir/article-1-2566-en.html
1- Shahid Chamran University of Ahvaz, Ahvaz, Iran
2- Shahid Chamran University of Ahvaz, Ahvaz, Iran , m.shehniyailagh@scu.ac.ir
2- Shahid Chamran University of Ahvaz, Ahvaz, Iran , m.shehniyailagh@scu.ac.ir
Abstract: (596 Views)
The guide of development, design and implementation of
mathematical interventions for children at risk for mathematical
learning difficulties: A review study
□ Kamyar Aiemi, Ph.D. Student in Educational Psychology, Faculty of Education and Psychology, Shahid Chamran
University of Ahvaz, Ahvaz, Iran
□ Manizheh Shehni Yailagh*, Professor in Department of Psychology, Faculty of Education and Psychology, Shahid
Chamran University of Ahvaz, Ahvaz, Iran
□ Alireza Hajiyakhchali, Associat Professor in Department of Psychology, Faculty of Education and Psychology, Shahid
Chamran University of Ahvaz, Ahvaz, Iran
Abstract
Background & purpose: This study aims to evaluate the nature of mathematical learning difficulties,
especially for defining, identifying, and determining the prevalence of children at risk for mathematical
learning difficulties, and prevention and intervention principles aiming to propose strategies to develop
and design effective mathematical interventions to improve the learning ability and performance of at-risk
Persian children of 5 to 8.
Materials and methods: The current study was conducted as a review and with a systematic and
comprehensive search of information between 2012 and 2022 in both computer and manual methods in
databases. The inclusion criteria were (a) the intervention content focusing on one or more components of
early number skills, (b) randomized controlled trials or quasi-experimental designs, (c) children aged 5-8 years
old at risk for mathematical learning difficulties, and (d) the literature in the English language.
Results: First, children at risk for mathematical learning difficulties were defined and identified, and
their prevalence was determined. Second, the focus was on the response to intervention approach as a
multi-level prevention model. Third, the intervention definition and the characteristics of mathematical
interventions were examined. Fourth, the research-based principles and guidelines were determined and
presented, which were fundamental for effective mathematical interventions.
Conclusion: How the results of this comprehensive study can help scholars, practitioners, teachers, and
trainers expand their knowledge base and implement the results of mathematical interventions for children
aged 5-8 years old at risk for mathematical learning difficulties was discussed.
mathematical interventions for children at risk for mathematical
learning difficulties: A review study
□ Kamyar Aiemi, Ph.D. Student in Educational Psychology, Faculty of Education and Psychology, Shahid Chamran
University of Ahvaz, Ahvaz, Iran
□ Manizheh Shehni Yailagh*, Professor in Department of Psychology, Faculty of Education and Psychology, Shahid
Chamran University of Ahvaz, Ahvaz, Iran
□ Alireza Hajiyakhchali, Associat Professor in Department of Psychology, Faculty of Education and Psychology, Shahid
Chamran University of Ahvaz, Ahvaz, Iran
Abstract
Background & purpose: This study aims to evaluate the nature of mathematical learning difficulties,
especially for defining, identifying, and determining the prevalence of children at risk for mathematical
learning difficulties, and prevention and intervention principles aiming to propose strategies to develop
and design effective mathematical interventions to improve the learning ability and performance of at-risk
Persian children of 5 to 8.
Materials and methods: The current study was conducted as a review and with a systematic and
comprehensive search of information between 2012 and 2022 in both computer and manual methods in
databases. The inclusion criteria were (a) the intervention content focusing on one or more components of
early number skills, (b) randomized controlled trials or quasi-experimental designs, (c) children aged 5-8 years
old at risk for mathematical learning difficulties, and (d) the literature in the English language.
Results: First, children at risk for mathematical learning difficulties were defined and identified, and
their prevalence was determined. Second, the focus was on the response to intervention approach as a
multi-level prevention model. Third, the intervention definition and the characteristics of mathematical
interventions were examined. Fourth, the research-based principles and guidelines were determined and
presented, which were fundamental for effective mathematical interventions.
Conclusion: How the results of this comprehensive study can help scholars, practitioners, teachers, and
trainers expand their knowledge base and implement the results of mathematical interventions for children
aged 5-8 years old at risk for mathematical learning difficulties was discussed.
Article number: 3
Keywords: Mathematics, Intervention, At-risk, Mathematical learning difficulties, Response to intervention
Elementary school
Type of Study: Review Article |
Subject:
مشکلات یادگیری
Received: 2023/Jan/Sun | Revised: 2023/Jun/Sat | Accepted: 2023/Apr/Sun | Published: 2023/Jun/Sat | ePublished: 2023/Jun/Sat
Received: 2023/Jan/Sun | Revised: 2023/Jun/Sat | Accepted: 2023/Apr/Sun | Published: 2023/Jun/Sat | ePublished: 2023/Jun/Sat
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