EXPLORING THE IMPLEMENTATION OF AN INTERVENTION FOR A PUPIL WITH MATHEMATICAL LEARNING DIFFICULTIES: A CASE STUDY

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.

Effects of Timely Enrollment in College-Level Mathematics on Degree Completion

In this study, we explored the effect of delayed enrollment in college-level mathematics upon entry into a 4-year university for students who were not placed into remedial mathematics (i.e. college ready). For students who attempted a mathematics course, delayed enrollment in mathematics did not have an effect on GPA, graduating within 6-years or passing and failing their first mathematics course suggesting a delay in mathematics enrollment may benefit some students. However, the majority of students who did not graduate within 6-years never attempted a mathematics course. Almost all of those students were non-STEM majors. An implication of our study is that students in non-STEM should be encouraged to complete a mathematics course early within their degree versus avoiding mathematics.

Student Experiences in an Online First-Year Seminar Paired with Remedial Mathematics

Educational research has explored the influence of first-year seminars, online course delivery, and developmental coursework on first-year student success, yet there is limited research on how these educational components intersect. A collective case study approach was used to explore the experiences of students enrolled in an online first-year seminar that was paired with a developmental mathematics course. Students reported different motivating factors and expectations for enrolling in the course, yet all expressed a desire to improve their academic performance and confidence. These results help to inform how delivery of an online FYS can support the goals of students and institutions.