Intervention for Students with Numeracy Difficulty

This article discusses intervention strategies for students with numeracy difficulty. It covers topics such as numeracy knowledge, weaknesses and strengths of students, teaching programs, and effectiveness of teaching methods. The article also provides explicit learning intentions and a bibliography for further reading.

Running head: INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
Name of the student
Name of the university
Author note

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
Table of contents
1. Numeracy knowledge..................................................................................................................2
Abilities:......................................................................................................................................2
Weaknesses:.................................................................................................................................2
2. The next step for the student........................................................................................................3
3. Recording explicit learning intention..........................................................................................3
4. Teaching program........................................................................................................................4
5. Effectiveness of the teaching method used..................................................................................5
6. Next explicit learning intention...................................................................................................7
Bibliography....................................................................................................................................9

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
1. Numeracy knowledge
The term numeracy indicates the ability to understand numerical values. A child with
numeracy ability can easily solve the problems with numbers, counting, subtracting, adding and
noticing pattern. The numeracy knowledge of a child can be developed in the early age. By
recognizing the numbers of objects, the learning process is being started. As per my
understanding, the numeracy is the necessary knowledge, which is needed for the learning
process. Based on the previous observations made on one of my students, I have come up with
the following knowledge about his abilities and weaknesses with numeracy:
Student name: Tyler
Abilities:
Depending on the previous observation, I have identified the strength and weakness of
my students, which can be beneficial for me to provide good numeracy knowledge to them.
Among all my students, I have identified that Tyler is quite exited for gaining the numeracy
knowledge. It has been observed by me that Tyler has the ability to identify the identifying single
and double-digit numbers with the use of concrete materials. As per my understanding, it is a
good sign for Tyler to easily adopt the skill. On the other hand, it cannot be denied that although
Tyler is not able to solve the numerical problem, but the Tyler is able to understand the pattern of
numbers.
Weaknesses:
Not only the strengths, but also the weakness of my student has been examined by me.
Depending on the previous session, I have identified that inconsistency has become major issue

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
for Tyler. It is true that lack of seriousness while learning process has made Tyler more week.
Due to this reason, it has become difficult for my student to be more attentive. On the other hand,
it has been identified that Tyler has problems identifying one less, one more and equal numbers.
I have also noticed that my student is not able to do single-digit addition and subtraction.
2. The next step for the student
It is true that Children start to develop the skills of numeracy at the very early age. By
introducing the ideas of math, the activity related to the numeracy development process can be
introduced in the early age. Analyzing the situation of Tyler, it has been identified that Tyler has
good knowledge about single and double-digit numbers but shows inconsistency when it comes
to identifying the numbers without using concrete materials. However, he needs to be taught, at
first, the numbers that are equal, one less and one more. Then, he needs to be taught to add and
subtract single-digit numbers and then double-digit numbers. Once the student is able to identify
one less or one more numbers and equal numbers, it would be easier for him to understand the
complex problems of addition and subtraction at his level. As per my understanding, in order to
improve the situation, good study habits are needed to be developed among my students. On the
other hand, I need to focus on improving Tyler’s sense for solving the problems.
3. Recording explicit learning intention
Improving the numeracy skill of my students, it is very important to teach them by using
practical example. In that case, I will focus on learning by playing method. I believe, it will make
the learning process more exiting for the students. I believe, solving puzzle can be the best way
to learn numeracy. I will introduce puzzle games which are based on numeracy that can
encourage Tyler to develop the affinity with the numbers. On the other hand, board games can

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
bring positive impact to my student. Rather than involving my student in making projects, I can
help Tyler o learn calculation by asking how many books you have. If I take 3 of your books,
how many will left. Similarly, by giving different toys I can ask to count the toys. Per my
understanding, With this initiative, it will be easier for me to improve numeracy skill of my
student.
4. Teaching program
Session number: 1 2 3 4
Session objective: To use concrete
materials to
make Tyler
identify single
and double-digit
numbers
To make Tyler
understand
which number is
greater or
smaller or equal
than and to the
other during the
concrete
material learning
process
To use charts
with single and
double-digit
numbers and no
use of concrete
materials and let
the student
highlight the
double-digit
numbers in color
The student
would be able to
understand the
numbers that
are one less or
one more or
equal using
concrete
materials
Planned session
content:
He has difficulty
in understanding
and retaining the
figures that he
studies during
his class room
To make Tyler
understand the
methods of
doing the simple
summations,
additions,
To make Tyler
work on the
analytical and
the quantitative
analysis
abilities. This
The teachers
must use the
audio skills
through the
playing of tapes
and other such

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
activities. He is
supposedly
having a
situation called
short term recall.
He is not able to
understand the
methods of
doing addition
and subs
traction.
subtraction and
other some
simple
numeracy
problems.
can be done by
using the areas
of his strength
like that of the
literacy skills.
He must be
taught the
simple
arithmetic
methods by
explaining him
the simple
numerical
languages.
materials as his
v visual skill is
weak.
5. Effectiveness of the teaching method used
Children start to develop the skills of numeracy at the very early age. By introducing the
ideas of math, the activity related to the numeracy development process can be introduced in the
early age. The teaching approaches that I have used would work because those are simple and
easily understandable by the students of Tyler’s age. Further, the effectiveness of the approaches
I have used are also aligned with the Early Years Learning Framework (EYLF) for early years
students in Australia. As pet the opinion of his teachers Tyler is not always consistent in the art
of memorizing things. He is also bit weak in understanding the visual elements. In other words

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
his visual and memorizing skill is not very sharp. As a result of this the teachers of Tyler’s
school have to make him learn the numbering skills through simple visual skills. As it is tough
for Tyler to understand the number systems by seeing at the number of objects kept in front of
him the teachers must be using methods like story telling or playing some rhymes related to
simple numerical. This will be helpful for him as he will be able to use his audio skills rather
than only the visual aspects. I think that this teaching approach will work out well because Tyler
has problems in the visuals and recalling activities. So the teachers must try to engage Tyler in
many of the mind games and other memory game activities that will help him to work over his
memory games and his short term recalling skills. The student has weaknesses like recognizing
the numbers like the equal numbers, doing some or kinds of calculations on a consistent manner.
As he has problems in keeping a thorough concentration level, it is necessary for his teachers to
make sure that they are keeping a proper connection with the parents as well. This will help in
keeping a proper contact. Tyler’s parents will be able to keep a track about the behavior of Tyler
during his classroom sessions. On the other hand it will also be a very useful tip for the teachers
of Tyler as they will be able to know what the specific areas where Tyler has problems. Thus
they will be able to give proper attention on those areas. Tyler has a problem in the substraction
abilities rather than the additions. It is for this reason that Tyler has to understand the
substraction methods as well. The teachers’ must be utilizing his efforts of listening or the
auditory skills. It is for this reason that the teachers must be utilizing those areas that are the
qualities or the strengths of Tyler. In order to explain the simple math and the numerical they
must be explaining Tyler the simple methods through auditory applications or the audio visual
applications.

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
Tyler is good at learning the initial mathematical sums by learning the art of counting
things by using the concrete mate tails. So the teachers have to understand that in order to teach
Tyler the methods of simple arithmetic multiplication and division by showing him some solid
objects like books, tools and other such objects. The parent teacher connection is also very
helpful in this aspect because this will be very helpful for the development of Tyler both at his
home and in his house as well.
The teachers and the school curriculum must be giving ample time to Tyler for the
practice sessions. As he has some problems in maintaining the concentration level, he must be
taken to the counselors and also other meditation lasses that will help him to work over his
memory skills. The teachers must not give unnecessary stress over Tyler. They must always
consider the fact that he has some problems in recalling the lessons. Both the teachers and the
family members of Tyler must know that unnecessary stress or pressure on him will e very
difficult. So he must be given ample amount of time and must be taught simple arithmetic skills
in the beginning. He must be given the right tools and implements like compute, paper, pen and
other such materials so that he can use them for two fold purpose. He will be able to learn the
arithmetic rules and also his visual power will be strengthened.
6. Next explicit learning intention
Analyzing the entire process, it will become easier for me to understand the strength and
weakness of my student. I can be able to develop different methods for providing good numeracy
skill to my student. Identifying the weakness of my student, I will work on those areas for
improving the problem solving skills. I believe, after the completion of the learning program, in
order to make Tyler add and subtract double and triple digit numbers without any problem as he

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
would be having sufficient knowledge about the single and double-digit numbers and numbers
that are equal, one more or one less. I also believe, it will help to improve the calculation skill of
my student. On the other hand, issues, which have been faced by Tyler regarding the digit
identification related issue.

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
Bibliography
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R. (2018). Teaching students with moderate intellectual disability to solve word
problems. The Journal of Special Education, 51(4), 222-235.
https://doi.org/10.1177/0022466917721236aaA
Burke, R., Sharp, H., & Field, C. (2018). Pedagogical Approaches to Teaching and Learning
English: Connections with Critical Numeracy. In Numeracy in Authentic Contexts (pp.
167-196). Springer, Singapore. Accessed from
Butterworth, B. (2018). Low Numeracy: From brain to education. In Building the Foundation:
Whole Numbers in the Primary Grades (pp. 477-488). Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-319-63555-2_20 [Accessed on 19th Nov,
2018]
https://link.springer.com/chapter/10.1007/978-981-10-5736-6_9
Huang, Q., Zhang, X., Liu, Y., Yang, W., & Song, Z. (2017). The contribution of parent–child
numeracy activities to young Chinese children's mathematical ability. British Journal of
Educational Psychology, 87(3), 328-344.
https://onlinelibrary.wiley.com/doi/abs/10.1111/bjep.12152
Hudson, M. E., Zambone, A., & Brickhouse, J. (2016). Teaching early numeracy skills using
single switch voice-output devices to students with severe multiple disabilities. Journal
of Developmental and Physical Disabilities, 28(1), 153-175. Accessed from
https://link.springer.com/article/10.1007/s10882-015-9451-3

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INTERVENTION FOR STUDENTS WITH NUMERACY DIFFICULTY
McDougall, D., & Ferguson, S. (2018). Building Capacity in Grade 9 Mathematics: Case Studies
from a Collaborative Inquiry Project in Applied Level Mathematics. In Teaching and
Learning Secondary School Mathematics (pp. 125-138). Springer, Cham. Accessed from
https://link.springer.com/chapter/10.1007/978-3-319-92390-1_14
O’Connor, H., O’Dwyer, N., & Orr, R. (2015). Active learning: Effectiveness of learning a
numeracy skill with physical activity, reducing sedentary time in school
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https://www.jsams.org/article/S1440-2440(15)00653-2/abstract
Raghavendran, V., Olavarria, K., & Gombert, A. K. (2018). Elucidating the Importance of
Numeracy Skills for Undergraduate Students in Life Sciences Using the Oxygen
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