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Quality intervention programs, such as EMU, Numicon & Bond Blocks have targeted assessments (1:1 interviews) as part of the program.

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What Works Clearinghouse Practice Guide and resources to support the implementation of evidence-based intervention

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WWC | Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades

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This practice guide provides evidence-based practices that can help teachers tailor their instructional approaches and/or their mathematics intervention programs to meet the needs of their students.

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Designed to enhance number sense

CPA Approach - Concrete, Pictorial, Abstract

Explicit instruction

Minimise learning challenge for student – clear, precise and logically ordered explanations

Develop a strong conceptual basis for any procedures and revise these regularly

Skill practice

Cumulative review

Motivators to help students regulate attention and behavior

Regular and ongoing progress monitoring

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Extending Mathematical Understandings (EMU) - F-2

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Extending Mathematical Understandings (EMU) - F-2

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Extending Mathematical Understanding (EMU) - Early Years (Prep to Year 2) Intervention Specialist Teacher course

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Secondary teaching specialist areas and prerequisites

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Students requiring numeracy intervention typically have difficulty understanding the abstract symbols of mathematics. Adopting a CPA approach supports students to make connections and develop deeper understandings of mathematical concepts and processes.

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Below are a list of Tier 1 Assessment Tools that can be used as Targeted Assessment Tools. Training may be required in the analysis and interpretation of results. When supporting students with Dyscalculia and Mathematics Learning Difficulties, it is important to use assessment tools that reveal students' thinking, strategies and conceptual understandings.

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Designed for use with students in Foundation-4, however can be used throughout primary years

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For students aged 4-6 to 24
User B Qualification Required

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Age range:

Year: 2010

Administration time: 30 to 90 minutes

Administration type: Individual

Use the KeyMaths-3 DA to comprehensively assess students' maths skills, from early rote counting ability through to factoring polynomials.

The KeyMaths-3 DA features broad content coverage, a flexible administration process, parallel forms and is linked directly to a comprehensive intervention programme.

Use the KeyMaths-3 DA to:

Measure maths proficiency

Monitor student progress

Support instructional development

Support educational placement decisions

Technical Information

Overview of the KeyMaths-3 Diagnostic Assessment

The KeyMaths-3 Diagnostic Assessment (KeyMaths-3 DA) is a comprehensive, norm-referenced measure of essential mathematical concepts and skills. Like previous versions of the widely used KeyMaths assessments this addition to the KeyMaths family is untimed and individually administered. However, the KeyMaths-3 DA represents a substantial revision in concept and design on previous versions.

Updated content that extends to factoring and solving algebraic equations

New subtests

Updated norms and new interpretive reports

Link to the KeyMaths-3 Essential Resources companion instructional programme.

The items are grouped into 10 subtests that represent three general maths content areas

Basic Concepts (conceptual knowledge)

Operations (computational skills)

Applications (problem solving)

KeyMaths-3 DA content covers the full spectrum of maths concepts and skills that are typically taught in Kindergarten (first year of formal schooling) through to Year 9 (Year 10 in New Zealand) and can be used with individuals aged 4½ through to 21 years who are functioning at these instructional levels. It is available in two parallel forms, designated as Form A and Form B, each of which contains 372 full-colour test items.

Each area is further divided into subtests, with the content of each subtest spanning primary and early high school maths curricula. The content of the basic concepts subtests represents a carefully selected set of concepts and skills at each year level that form the foundation for mathematics learning and connections across subtests. In addition, the KeyMaths-3 assessment places more emphasis on maths communication, connections, and reasoning than earlier versions. In Australia, the five basic concepts subtests parallel the three content strands proposed in the foundation document for the national mathematics curriculum, Shape of the Australian Curriculum: Mathematics (National Curriculum Board, 2009). Similarly in New Zealand, the content strands parallel the three mathematics curriculum strands.

The KeyMaths-3 DA also includes two separate written computation subtests (Addition and Subtraction; Multiplication and Division). Operations skills are fundamental for success in mathematics and are often the source of maths learning difficulties. By providing separate measures of operational skills, the KeyMaths-3 DA is able to focus particular attention in this important area.

The two applications subtests assess a student's ability to apply conceptual knowledge and operational skills to solve maths problems. The Foundations of Problem Solving subtest includes items that require students to identify missing elements in a problem, operations needed to solve a problem, and optimal strategies for solving the problem. The Applied Problem Solving subtest presents maths problems in real-world contexts and includes items that require standard and nonstandard problem-solving strategies.

For more information about the topics covered in the KeyMaths-3 DA please see product resources section below

Uses of the KeyMaths-3 DA

Measure math proficiency

The KeyMaths-3 DA provides comprehensive coverage of the concepts and skills that are taught in regular maths instruction ranging from rote to rational counting through to factoring polynomials and solving linear equations.

Measure student progress

The highly reliable scores and the comprehensive content coverage make the KeyMaths-3 DA area and Total Test scores sensitive measures of student progress. By alternating test forms (A and B) the KeyMaths-3 DA can be used to measure progress over time. The report can be used to determine whether the examinee's performance gains are significant by calculating accurate measure of the examinee's growth rate, and comparing the examinee's growth with the average growth for his her age/school year group

Support instructional development

The 10 KeyMaths-3 DA subtests provide accurate information regarding specific concepts and skills within the examinee's functional range. The examinee's performance on items in the functional range indicates which concepts and skills the examinee has attained and which the examinee is still developing. Each item in the assessment is linked to an appropriate lesson in the companion KeyMaths-3 ER instructional programme, which enables instruction to be tailored to the examinee's specific needs.

Support educational placement

The variety of normative scores, including percentiles and year equivalents, can be used to accurately identify the school year level at which the examinee is functioning. The information can be used to guide decisions about educational placement.

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KeyMaths-3 Diagnostic Assessment (KeyMaths-3 DA)Australian and New Zealand Language Adapted Edition

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Age range: Year: 2010 Administration time: 30 to 90 minutes Administration type: Individual Use the KeyMaths-3 DA to comprehensively assess students' maths skills, from early rote counting ability through to factoring polynomials. The KeyMaths-3 DA features broad content coverage, a flexible administration process, parallel forms and is linked directly to a comprehensive intervention programme.

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Extending Mathematical Understanding (EMU) - 3-6

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Extending Mathematical Understanding (EMU) - 3-6

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Extending Mathematical Understanding (EMU) - Middle Years (Years 3 to 6) Intervention Specialist Teacher course

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Secondary teaching specialist areas and prerequisites

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For students working at Year 1-3 level

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Bond Blocks - Mental Maths / Intervention - Building Understanding

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BOND BLOCKS is a comprehensive system with two purposes: (1) Teaching Mental Maths for Early Years and (2) an Intervention Support System for students in Years 1 - 6

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Numicon Intervention Program (NIP) online training sesssions

The Numicon Intervention Programme has been developed to support maths intervention for children aged 6+ working at Years 1 to 3 curriculum levels. The intervention lasts 12 weeks, with 2 or 3 lessons a week, depending upon pupils' needs.

This course, delivered over 4 x three hour sessions and is specifically designed for those who will be delivering the program to the children.
Dates and times:

Session 1: Tuesday 18th October - 9.30am to 12.30pm AEST

Session 2:Tuesday 25th October - 9.30am to 12.30pm AEST

Session 3:Tuesday 22nd November - 9.30am to 12.30pm AEST

Session 4:Tuesday 29th November - 9.30am to 12.30pm AEST

Cost:

$475 pp including the NIP manual and

Numicon Intervention online subscription available through Oxford University Press - $151.95 (we will help to arrange this)

During the 4 sessions, we will explore:

Introducing the Numicon resources and Numicon approach

What works for Intervention?

Roles and Responsibilities of the Numicon Intervention Programme (NIP)

The NIP assessment process

Teaching the Intervention lessons

Calculating using the Numicon approach - Addition and subtraction

Calculating using the Numicon approach - multiplication, division and fractions

Session Dates and Times
Please note that this course is delivered digitally over 4 sessions and delegates must attend all 4 sessions to complete the course.

Additional participants
Schools who wish to have 2 or more teachers attend can purchase an add on for $250 per person (no additional manuals provided). Please add the name of the staff member/s in your booking form and an invoice will be generated for additional bookings.
This course is suitable for;

Intervention teachers

Teacher aides

Maths leaders

Tutors and consultants

Choosing a selection results in a full page refresh.

Press the space key then arrow keys to make a selection.

Use left/right arrows to navigate the slideshow or swipe left/right if using a mobile device

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Register - Numicon Intervention Program online webinars

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Numicon Intervention Program (NIP) online training sesssions The Numicon Intervention Programme has been developed to support maths intervention for children aged 6+ working at Years 1 to 3 curriculum levels. The intervention lasts 12 weeks, with 2 or 3 lessons a week, depending upon pupils' needs.This course, delivere

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SPELD Victoria normally run training in this approach to Numeracy Intervention. Check their website for opportunities.

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Shing Lee Publishers Pte Ltd is a leading publisher of educational books, interactive books and digital platforms in Singapore and in more than 40 countries worldwide.

Founded in 1935, we are dedicated to creating and publishing quality teaching and learning materials with global standards. Through many years in the publishing and book trade, Shing Lee has adopted a philosophy of quality products, excellent services and competitive prices.

At Shing Lee, we do not just provide solutions - we provide results. Our products include superior publications that complement various instructional materials, enabling learners to successfully attain the best possible learning outcomes.

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Shing Lee Publishers Pte Ltd is a leading publisher of educational books, interactive books and digital platforms in Singapore and in more than 40 countries worldwide. Founded in 1935, we are dedicated to creating and publishing quality teaching and learning materials with global standards.

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Designed for use with students from Foundation to Year 5

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Dr Robert J. (Bob) Wright holds Bachelor's and Master's degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales. Bob is an inter nationally recognized leader in assessment and instruction relating to children's early arithmetical knowledge and strategies, publishing six books, and many articles and papers in this field. His work over the last 25 years has included the development of the Mathematics Recovery Program, which focuses on providing specialist training for teachers to advance the numeracy levels of young children assessed as low-attainers. In Australia and New Zealand, Ireland, the UK, the USA, Canada, Mexico, South Africa and elsewhere, this programme has been implemented widely, and applied extensively to classroom teaching and to average and able learners as well as low-attainers. Bob has conducted several research projects funded by the Australian Research Council including the most recent project focusing on assessment and intervention in the early arithmetical learning of low-attaining 8- to 10-year-olds.
show more

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The Learning Framework in Number : Robert J Wright : 9781526402769

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Dr Robert J. (Bob) Wright holds Bachelor's and Master's degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales.

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Getting Ready in Numeracy (GRIN) - Primary and Secondary

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Getting Ready in Numeracy (GRIN) - Primary and Secondary

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Getting Ready in Numeracy (GRIN®) - Mathematics Intervention

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Secondary teaching specialist areas and prerequisites

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Designed for use with students from Middle Primary to Early Secondary

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Math Mastery Series - JEMM, JEMM+ and EMM

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While adopting the concept of a scripted lesson popularised by Engelmann and the University of Oregon, the Farkota DI model has modernised the delivery process, and streamlined the script concept, in a manner that strikes a balance between teacher-directed and student-directed learning.

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Designed for use with students from Years 4 to 9

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*Awarded highest ratings in the field of Education on research Engagement and Impact by the Australian Research Council (ARC) in its national assessment of research contribution to the broader community and the economy.
QuickSmart Numeracy focuses on understanding and recall of basic number facts, performance of elementary calculations, acquisition of appropriate mathematics language, and problem-solving skills. The primary aim of QuickSmart is for the students to develop automaticity. QuickSmart lessons emphasise the development of conceptual understanding. Conceptual understanding is ensured by explicitly teaching strategies that emphasise the key concepts underpinning the academic skills being taught.

Lessons feature both structured and incidental strategy instruction, with the aim of moving students on from relying on slow and error-prone strategies (especially count-by-one strategies), to the use of more sophisticated and efficient strategies, including automatic recall.

Each lesson involves the teaching number facts, a number of guided, deliberate practice activities featuring overt self-talk, discussion and practice of memory and retrieval strategies, timed speed sheet activities followed by independent practice activities, and an educational game. Once the program is established, at least one lesson a week focuses on problem-solving strategies and activities.

Numeracy Lesson Structure

The QuickSmart Numeracy program consists of three 30-minute lessons per week for 30 weeks (SiMERR strongly recommends at least 90 lessons in total). Students work in pairs for lessons with the same instructor. Where possible, the pairings of students match individuals with similar learning obstacles in numeracy. An experienced teacher or teacher aide, who has been trained in the principles and structure of a QuickSmart lesson, delivers the program under the general supervision of a trained teacher.

QuickSmart Numeracy intervention strategies include a variety of short, focused activities that aim to increase students' strategy use and improve their automatic recall of basic number facts across all four operations. Mathematics intervention sessions include opportunities to consolidate the use of strategies for calculating number facts and the use of a prompt scaffold to solve mathematical problems and establish knowledge of problem-solving routines. Each lesson is structured as follows:

QuickSmart mathematics lessons begin with a review of the current set of Focus Number Facts. In this initial review, students are encouraged to demonstrate their understanding of the required processes by discussing and explaining the strategies they are using. If students do not display reasonably proficient understandings, then QuickSmart instructors use lesson time to develop the learners' understanding to the level where they are proficient enough to benefit from practice.

Other lesson elements include:

Flash Cards are used to assist students to develop automatic recall;

Speed sheets relate to the same set of focus facts and include extension number facts;

Independent Worksheets: Students practise their skills independently on carefully selected worksheets that are closely related to the lesson content;

Testing on tasks from the OZCAAS bank of mathematical tasks*; and

Games, which were developed to complement each set of focus facts and allow students to review and consolidate their learning in a motivating way.

Please click here for information on how to implement QuickSmart Numeracy at your school.
*Tasks generally used to assess and instruct the QuickSmart mathematics group in OZCAAS include:

addition number facts;

subtraction number facts;

multiplication number facts;

division number facts; and

triple addition tasks (for example, 7 + 4 + 3).

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Awarded highest ratings in the field of Education on research Engagement and Impact by the Australian Research Council (ARC) in its national assessment of research contribution to the broader community and the economy. QuickSmart Numeracy focuses on understanding and recall of basic number facts, performance of elementary calculations, acquisition of appropriate mathematics language, and problem-solving skills.

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For students aged 3-0 to 8-11
User B Qualification Required

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Description

The TEMA-3 measures the mathematics performance of children between the ages of 3-0 and 8-11 and is also useful with older children who have learning problems in mathematics. It can be used as a norm-referenced measure or as a diagnostic instrument to determine specific strengths and weaknesses. Thus, the test can be used to measure progress, evaluate programs, screen for readiness, discover the bases for poor school performance in mathematics, identify gifted students, and guide instruction and remediation. The test measures informal and formal (school-taught) concepts and skills in the following domains: numbering skills, number-comparison facility, numeral literacy, mastery of number facts, calculation skills, and understanding of concepts. It has two parallel forms, each containing 72 items.

The all new standardization sample is composed of 1,219 children. The characteristics of the sample approximate those in the 2001 U.S. Census. Test results are reported as standard scores, percentile ranks, and age and grade equivalents. Internal consistency reliabilities are all above .92; immediate and delayed alternative form reliabilities are in the .80s and .90s. In addition, many validity studies are described.

Also provided is a book of remedial techniques (Assessment Probes and Instructional Activities) for improving skills in the areas assessed by the test. Numerous teaching tasks for skills covered by each TEMA-3 item are included. After giving the test, the examiner decides which items need additional assessment information and uses the book to help the student improve his or her mathematical skills.

Several important improvements were made in the TEMA-3. First, a linear equating procedure is used to adjust scores on the two test forms to allow the examiner to use scores on Form A and B interchangeably. Second, bias studies are now included that show the absence of bias based on gender and ethnicity. Finally, the pictures of animals and money in the Picture Book are now in color to make them more appealing and more realistic in appearance.

You can use the TEMA-3 in a variety of settings, such as preschools, elementary schools, and clinics. The two forms of the test allow you to study a child's mathematics progress over time.

COMPLETE TEMA-3 KIT INCLUDES: Examiner's Manual, Picture Book Form A, Picture Book Form B, 25 Examiner Record Booklets Form A, 25 Examiner Record Booklets Form B, 25 Worksheets Form A, 25 Worksheets Form B, Assessment Probes, 5" x 8" cards, 25 blocks, 25 tokens, and a mesh bag, all in a sturdy storage box.

©2003

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TEMA3 Test of Early Mathematics AbilityThird Edition

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The TEMA-3 measures the mathematics performance of children between the ages of 3-0 and 8-11 and is also useful with older children who have learning problems in mathematics. It can be used as a norm-referenced measure or as a diagnostic instrument to determine specific strengths and weaknesses.

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Designed for use with students from Foundation to Year 5

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Dr Robert J. (Bob) Wright holds Bachelor's and Master's degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales. Bob is an inter nationally recognized leader in assessment and instruction relating to children's early arithmetical knowledge and strategies, publishing six books, and many articles and papers in this field. His work over the last 25 years has included the development of the Mathematics Recovery Program, which focuses on providing specialist training for teachers to advance the numeracy levels of young children assessed as low-attainers. In Australia and New Zealand, Ireland, the UK, the USA, Canada, Mexico, South Africa and elsewhere, this programme has been implemented widely, and applied extensively to classroom teaching and to average and able learners as well as low-attainers. Bob has conducted several research projects funded by the Australian Research Council including the most recent project focusing on assessment and intervention in the early arithmetical learning of low-attaining 8- to 10-year-olds.
show more

# data[].attributes.attachment_link.title
The Learning Framework in Number : Robert J Wright : 9781526402769

# data[].attributes.attachment_link.description
Dr Robert J. (Bob) Wright holds Bachelor's and Master's degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales.

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Designed for Years 5-10.
Available to all MACS Schools. Contact the Mathematics Team for support with setting up: maths@macs.vic.edu.au

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Developed in Australia, this new mathematics diagnostic tool is designed to reveal student thinking beyond right and wrong and save teachers' time.

It automatically diagnoses student understanding on a developmental continuum, pinpointing misconceptions, common misunderstandings and gaps in knowledge.

Pearson Diagnostic spans the core maths concepts from 5-10 and is a classroom friendly resource that is designed:

for easy implementation and use by teachers and students

to save teachers' time

to be used as a whole school program or with individual classes

to be used alongside any existing maths resources

*(UK Dept Education 2016)

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Developed in Australia, this new mathematics diagnostic tool is designed to reveal student thinking beyond right and wrong and save teachers' time. It automatically diagnoses student understanding on a developmental continuum, pinpointing misconceptions, common misunderstandings and gaps in knowledge.

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Scaffolding Numeracy in the Middle Years

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Scaffolding Numeracy in the Middle Years

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Designed for students in Years 4-8

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The Scaffolding Numeracy in the Middle Years 2003-2006 (SNMY) was an Australian Research Council Linkage Project awarded to RMIT University, the Victorian Department of Education and Training and the Tasmanian Education Department from July 2003 to June 2006.

The project investigated the efficacy of a new assessment-guided approach to improving student numeracy outcomes in Years 4 to 8. In particular, it was aimed at identifying and refining a learning and assessment framework for the development of multiplicative thinking at this level using rich assessment tasks.

The project was lead by an expert team at RMIT including:

Professor Dianne Siemon

Adjunct Professors John Izard and Max Stephens

Dr Shelley Dole

Mrs Margarita Breed

Ms Jo Virgona

Teachers can use the materials and resources from the project in their classrooms to help scaffold numeracy and develop multiplicative thinking with their students.

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Last Update: 11 September 2018

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Scaffolding Numeracy in the Middle Years

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The Scaffolding Numeracy in the Middle Years 2003-2006 (SNMY) was an Australian Research Council Linkage Project awarded to RMIT University, the Victorian Department of Education and Training and the Tasmanian Education Department from July 2003 to June 2006. The project investigated the efficacy of a new assessment-guided approach to improving student numeracy outcomes in Years 4 to 8.

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Designed for Years 4-8. Builds on the work of Scaffolding Numeracy in the Middle Years

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Maths Education

Online Resources

Maths Inside

Bees with backpacks

Big data better hospitals

Cleaner coasts

Knowing nutrition

Maths in 3-D

Modelling climate changes

Prawns for profit

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Growing Mathematically

RMFII Resources

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Assessments Jacquie Sprott 2022-02-04T02:23:38+00:00

Introduction

About MT

LAF

Assessments

Teaching Tasks

Background Reading

Instructions for Assessment

Read the full Instructions for Assessment before going further. Download the PDF document.

You can also download the Assessment Options 3 and 4 below. (1 and 2 are not ready.)

Assessment Instructions

Assessments

Booklet

Booklet & Scoring sheet 1

Booklet & Scoring sheet 2 |
Booklet & Scoring sheet 3 |
Booklet & Scoring sheet 4 |

Authentic Tasks
A Useful Grid | Fatty Foods
Health Survey | Healthy Lunches
Interruptions Galore | Mini Golf
Mud Bricks | Paper Audit
Pizza Day | Pocket Money
Sports Day | Water Conservation

Support materials
Introduction
Multiple Patterns | Multiplication Toss
Place Value Game | How Many Wholes Can You Make
Supermarket Packer | Target Practice
Factor Cross | Max’s Matchsticks

Subitising materials
Subitisation Dice and Card Set | Subitisation Two Collections 1-5
Ten Frame Doubles Set | Ten Frame Build on Five Set
Subitisation Two Collections 1-7 | Ten Frame Random Set
Two Ten Frame Set | Subitisation Three Collections 1-5
Subitisation Three Collections 1-7 | Subitisation Four Collections 1-5
Subitisation Four Collections 1-7 |

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Instructions for Assessment
Read the full Instructions for Assessment before going further. Download the PDF document.
You can also download the Assessment Options 3 and 4 below. (1 and 2 are not ready.) Assessment Instructions Assessments

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Aligns with the Victorian Curriculum F-10

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This book includes a mathematics assessment interview, a description of the EMU program, over 100 pages of learning activities and teaching suggestions

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Description

Extending Mathematical Understanding: Intervention

21cm x 29.5cm, 224pp, paperback, full colour, illustrated, bibliography, assessment tasks, templates

The book Extending Mathematical Understanding (EMU) Intervention outlines the theoretical underpinnings for the EMU Intervention Program, and is the primary resource for EMU Specialist teachers. It is a useful tool for classroom mathematics teachers wanting advice on supporting students who are mathematically vulnerable.

It includes a clinical mathematics assessment interview to enable teachers to identify a student's current mathematical knowledge and misconceptions, describes the EMU Intervention Program, and contains over 100 pages of learning activities to extend students mathematical understanding.

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EXTENDING MATHEMATICAL UNDERSTANDING (EMU) - Ballarat Heritage Service

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The book Extending Mathematical Understanding (EMU) Intervention outlines the theoretical underpinnings for the EMU Intervention Program, and is the primary resource for EMU Specialist teachers. It is a useful tool for classroom mathematics teachers wanting advice on supporting students who are mathematically vulnerable.

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For students aged 4-0 to 50-11
User B Qualification Required

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Age range: Individuals 4:0-50:11

Year: 2016

Administration time: Varies by school year level and subtests administered

Administration type:

The WIAT-III A&NZ is suitable for use in a variety of clinical, educational, and research settings, including schools, clinics and private practices. Use WIAT-III A&NZ results to:

Identify the academic strengths and weaknesses of a student

Inform decisions regarding eligibility for educational services, educational placement, or diagnosis of a specific learning disability

Design instructional objectives and plan interventions

Features & Benefits

With a total of 16 subtests, WIAT-III A&NZ offers:

Three new subtests: Oral Reading, Maths Fluency and Early Reading Skills

Enriched Listening Comprehension, Oral Expression, and Written Expression subtests

Enhanced Reading Comprehension subtest

Improved scoring rules that are featured in response to scoring studies, theoretical reviews by expert researchers, and usability reviews by teachers and clinicians

Enhanced Q-Global digital scoring

Updated Australian and New Zealand norms for AU Preschool-Year 12 / NZ 0-13, and for ages 4:0-19:11. U.S. data available for ages 20:0-50:11

For more information about the subtests go to www.helloq.com.au/wiat-iii

Improved usability options

Traditional hard copy paper-and-pencil printed version or,

Q-interactive iPad version using two iPads (clinician provided)

Content & Administration

Measure all eight areas of achievement as important for identifying and classifying learning disabilities

Focus on reading goals and objectives with the Early Reading Skills subtests

Evaluate patterns of strengths and weaknesses to identify learning disabilities

Technical Information

Psychometric Information

The WIAT-III A&NZ was standardised on 1360 Australian and New Zealand students and features comprehensive normative information. The WIAT-III A&NZ was correlated with the following achievement and ability measures (these studies are included in the WIAT-IIII A&NZ Examiner's Manual):

Wechsler Individual Achievement Test-Australian Standardised Second Edition (WIAT-II Australian, Pearson, 2007)

Wechsler Intelligence Scale for Children, Fifth Australian and New Zealand Edition (WISC-V A&NZ; Wechsler, 2016)

The WIAT-III (U.S. standardisation) was correlated with the following ability measures (these studies are included in the U.S. Technical Manuals):

Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III; Wechsler, 2002)

Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV; Wechsler, 2012) - Study included in the WPPSI-IV Technical and Interpretive Manual

Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV; Wechsler, 2003)

Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V; Wechsler, 2014) - Study included in the WISC-V Technical and Interpretive Manual

Wechsler Nonverbal Scale of Ability (WNV; Wechsler & Naglieri, 2006)

Differential Ability Scales, Second Edition (DAS-II; Elliott, 2007)

WIAT-III A&NZ Q-interactive

The WIAT-III A&NZ assists you in identifying the academic strengths and weaknesses of a student; informing decisions regarding eligibility for educational services, educational placement, or diagnosis of a specific learning disability; and designing instructional objectives and planning interventions.

Basic Reading Word Reading
The examinee reads a set of single words out loud. This subtest measures the speed and accuracy of single word reading.

Pseudoword Decoding
The examinee reads out loud a set of single non-words. This subtest measures the speed and accuracy of decoding skills.

Maths Problem Solving
The examinee listens as the examiner reads each problem, looks at the corresponding visual stimuli, and provides oral and/or points to responses. This subtest measures maths problem-solving skills under untimed conditions.

Numerical Operations
The examinee is asked to complete the numerical operations by writing the answers in the provided response booklet. This subtest measures written mathematics calculation skills under untimed conditions.

Maths Fluency
The examinee completes as many problems as he/she can within a 60-second time limit. This subtest measures written mathematics calculation fluency (speed and accuracy).

Listening Comprehension
In the first component of listening comprehension, the examinee looks at a set of pictures, listens to a word spoken out loud by the examiner, and then points (or states the letter that corresponds to) the picture that best illustrates the meaning of the target word. In the second component, the examinee listens to an audio recording of one or more sentences of a narrative or expository information, listens to the question(s) read out loud by the examiner, and then orally answers the question(s). This subtest measures listening comprehension at the level of the word, sentence, and discourse.

Oral Expression
The examinee is evaluated on his/her skills in association with expressive vocabulary, oral word fluency, and sentence repetition. This subtest measures the skills and competencies that are important for effective oral expression and that underlie written language skills.

Reading Comprehension & Fluency Reading Comprehension
The examinee reads each passage out loud or silently, listens to each question asked out loud by the examiner, and orally answers each question with the passage available for reference. This subtest measures literal and inferential reading comprehension skills using a variety of passage and question types that resemble those used in school settings.

Oral Reading Fluency
The examinee reads a set of passages orally. This subtest measures oral reading fluency of expository and narrative passages.

Early Reading Skills
The examinee is presented auditory, visual, or combined auditory-visual stimuli and is required to respond either by pointing or orally. This subtest measures several skills deemed important for developing ready skills for students in years AU preschool-3 / NZ 0-4.

Alphabet Writing Fluency
The examinee writes alphabet letters within a 30-second time limit. This subtest measures the examinee's ability to write letters and can be administered to students in years AU preschool-3 / NZ 0-4.

Spelling
The examinee listens to a target sound or word, listen to the sound or word within the context of a sentence, and then writes the sound or word. This subtest measures written spelling of single sounds and words from dictation.

Essay Composition Subtest
Students in years AU 3-12+ / NZ 4-13+ are given 10 minutes to write an essay on a specific subject. This subtest measures spontaneous, compositional skills, including theme development, text organisation, grammar, and mechanics.

Sentence Composition Subtest
Sentence Composition includes two subtasks: Sentence Combining requires students to combine two or more sentences into one well-written sentence that preserves the meaning of the original sentences, and Sentence Building requires students to write sentences that use target words with appropriate context. This subtest measures sentence formulation skills and written syntactic maturity and ability in students, years AU 3-12+ / NZ 4-13+. Quickly scored with easy access to word list.

Errata

We would like to bring to your attention a correction made to the WIAT-III A&NZ Examiner's Manual. The correction pertains to page 110 of the Examiner's Manual, Table 5.13 Mean Performance of the Australian and New Zealand Intellectual Disability Group and the Matched Control Group. This correction does not affect norms, reliability, or validity. The change relates to the Matched Control data which has been updated in the table below. No change has been made to the Intellectual Disability group data, or the commentary on page 111.

This correction will be made on the next printing of the Examiner's Manual. We apologise for any inconvenience this may cause you. If you have any questions, please contact our Client Services team on 1800 882 385 (toll free) (AUS) or 0800 942 722 (toll free) (NZ), or email us at info@pearsonclinical.com.au.
Download Table 5.13 Mean Performance of the Australian and New Zealand Intellectual Disability Group and the Matched Control Group
Tier 3 Proficient - Addressing the Barriers to Learning in Education (ABLE) workshop

Identify the needs of your most struggling learners with our practical workshop ABLE - Addressing the Barriers to Learning in Education.

This two-day workshop is designed to support and upskill primary and secondary teachers, special educators and learning support staff to help assess a student's cognitive ability, academic achievement, cognitive skills and social-emotional learning.

At this workshop, you'll learn:

the key facets of administration, scoring, interpretation and reporting using various assessment tools

how to put your knowledge into practice by using our most popular user-level B assessments, while supervised by experts

Once you've completed the training, you'll be accredited to use our gold-standard user-level B assessments, including the WIAT-III, that will help you understand and support the needs of struggling learners.

Tier 4 - WIAT-III Mastery course
Understanding the WIAT-III: Masterclass
This two-day workshop will dive deeper into administering, scoring, analysing results and monitoring progress using the WIAT-III. Our mastery course is limited to special educators and clinicians already at User Level B or above, who have some experience with the WIAT-III, or have attended our WIAT-III competency and proficiency/ABLE workshops.

Introduction to the WIAT-III A&NZ
The newly published Wechsler Individual Achievement Test-Third Edition (WIAT-III) A&NZ is an individually administered measure of oral language, reading, written language, and mathematics with Australian/NZ content and norms. The WIAT-III A&NZ is used in a variety of clinical, educational, and research settings, including schools, clinics, and private practices.
View the webinar

- FAQs that support this webinar
- presentation slides
- WIAT-III Score Report

Improving the assessment experience with WIAT-III A&NZ on iPad and Q-interactive
Join this webinar for an overview of the new WIAT-III A&NZ on Q-interactive, the digital iPad based platform that will improve the assessment experience for you and your clients.
View the webinar

Using the WISC-V & WIAT-III to diagnose learning disorders
This webinar will provide an overview of the historical means of diagnosing learning disorders as well as current DSM-5 criteria. Processes such as the Patterns of Strengths and Weaknesses analysis will be discussed and tied to WISC-V and WIAT-III reporting options.

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Wechsler Individual Achievement Test - Australian and New Zealand Standardised, Third Edition (WIAT-III A&NZ)

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Age range: Individuals 4:0-50:11 Year: 2016 Administration time: Varies by school year level and subtests administered Administration type: The WIAT-III A&NZ is suitable for use in a variety of clinical, educational, and research settings, including schools, clinics and private practices.

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Practical Teaching Strategies In Numeracy for Children with Learning Difficulties

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Practical Teaching Strategies In Numeracy for Children with Learning Difficulties

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Member Price: $110.00
Non Member Price: $137.50

Practical Teaching Strategies In Numeracy for Children with Learning Difficulties: Set of 5 Books

In this series of five books, originally developed for children with Down Syndrome, Dr Munro has simplified the steps needed to acquire basic mathematical skills for teachers, parents and carers.
The books follow a sequence according to skill levels and the program can be entered at any level relevant to the skills of the child. The books in the series are: Pre-number (33 pages), Numbers to Five (66 pages), Numbers to Ten (83 pages), Numbers to Twenty (90 pages), Numbers to One Hundred (151 pages).

Author: Dr John Munro

Format: Spiral bound

Publisher: Down Syndrome Association of Victoria (DSAV) Inc.

Publication date: 2000

Type: Set of a Series

SKU: PTS

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common denominator; early years; family maths

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math association of victoria; mathematical; mathematical association of victoria; mathematical books; mathematical education; mathematical journals; maths revision; maths revision books; maths revision lectures; maths talent quest; maths teacher; mav; mavshop; professional development; professional learning; education consulting; mtq; primary; prime number; publications; quest; professional resources; classroom resources; resources; revision; revision books; revision lectures; school; schools; problem solving; student activities; student lectures; student; teacher; teachers; trial exams; vce; vce examinations; vce exams; vce solutions; vce trial exams; victoria; vinculum; mavcon

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primary conference; annual mathematics education conference; sac; sacs; membership; mav membership; webinar;  common denominator; early years; family maths

# data[].attributes.attachment_link.keywords[]
math association of victoria; mathematical; mathematical association of victoria; mathematical books; mathematical education; mathematical journals; maths revision; maths revision books; maths revision lectures; maths talent quest; maths teacher; mav; mavshop; professional development; professional learning; education consulting; mtq; primary; prime number; publications; quest; professional resources; classroom resources; resources; revision; revision books; revision lectures; school; schools; problem solving; student activities; student lectures; student; teacher; teachers; trial exams; vce; vce examinations; vce exams; vce solutions; vce trial exams; victoria; vinculum; mavcon

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primary conference; annual mathematics education conference; sac; sacs; membership; mav membership; webinar; stem

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parent; maths at home; vce revision; parent help; parent tip sheets; maths books; cards; maths games; maths badges; picture books; teacher resources; hands-on resources; vce practice exams; vce trial exams; vce exam solutions; algebra; fractions; geometry; measurement; number; probability;statistics;

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The Mathematical Association of Victoria represents mathematics teachers and educators in primary schools, secondary schools, early learning and at home; We offer professional development and professional learning in and out of schools; MAV sells professional and classroom resources through MAVshop; MAV provides student activities including provide VCE revision lectures; maths camp; games days and maths talent quest; Partners with industry to support advancement of maths education; MAV has an annual mathematics education conference and a primary mathematics education conference;

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The "doing" stage. Concrete materials, also referred to as manipulatives, are things you can manipulate in your hands. Students use manipulatives to experience mathematical concepts.

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The "seeing" stage. Students are supported with pictorial representations of concrete materials to support them to visualise mathematical concepts. This is sometimes referred to as the 'representational' stage.

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The "symbolic" stage. This is when children use numbers and symbols to represent mathematical concepts and ideas. A strong understanding at the Concrete and Pictorial stages are essential before moving to the Abstract stage.

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Background to the CPA framework

Children (and adults!) can find maths difficult because it is abstract. The CPA approach builds on children's existing knowledge by introducing abstract concepts in a concrete and tangible way. It involves moving from concrete materials, to pictorial representations, to abstract symbols and problems. The CPA framework is so established in Singapore maths teaching that the Ministry of Education will not approve any teaching materials that do not use the approach.

Concrete step of CPA

Concrete is the "doing" stage. During this stage, students use concrete objects to model problems. Unlike traditional maths teaching methods where teachers demonstrate how to solve a problem, the CPA approach brings concepts to life by allowing children to experience and handle physical (concrete) objects. With the CPA framework, every abstract concept is first introduced using physical, interactive concrete materials.

For example, if a problem involves adding pieces of fruit, children can first handle actual fruit. From there, they can progress to handling abstract counters or cubes which represent the fruit.

Pictorial step of CPA

Pictorial is the "seeing" stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem.

Building or drawing a model makes it easier for children to grasp difficult abstract concepts (for example, fractions). Simply put, it helps students visualise abstract problems and make them more accessible.

Abstract step of CPA

Abstract is the "symbolic" stage, where children use abstract symbols to model problems. Students will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem. The abstract stage involves the teacher introducing abstract concepts (for example, mathematical symbols). Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols (for example, +, -, x, /) to indicate addition, multiplication or division.

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CPA Approach Explained | Learn the Concrete, Pictorial, Abstract Method

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Everything to get you started with Jerome Bruner's concrete, pictorial, abstract framework. Also referred to as concrete, representational, abstract, this maths mastery strategy progresses students through mathematical concepts in an intuitive way. Here's what CPA is, how to structure a lesson plan, and why it works.

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Hands-On Math Goes Digital In and Beyond the Classroom!

Explore Our Collection of FREE Virtual Manipulatives

From Number Lines to Base Ten, Pattern Blocks to Place Value, Disks our collection of free Virtual Manipulatives gives educators and families access to visual and hands-on digital resources that lead to understanding. Students can use these resources in class and at home to practice math concepts, reinforce their growing math understanding, technology they love in the process.

Free Resources & Instructions for Teachers and Families

We've developed these resources for easy access and easy use:

How-To Videos

There's a short video for each of the Virtual Manipulatives in our collection so teachers can use these digital materials easily and confidently with students.
Watch Now

Activities

Activities from the Didax books that teachers use most for easy download. Engaging challenges address core math operations, concepts and skills, from early numeracy all the way to introductory geometry and algebra.
Access Now

FAQ

Download this document of FAQ's to answer your Virtual Manipulative questions.
Download Now

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Demonstrate key math concepts in your classroom using our new virtual manipulatives!

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Description

Extending Mathematical Understanding: Intervention

21cm x 29.5cm, 224pp, paperback, full colour, illustrated, bibliography, assessment tasks, templates

The book Extending Mathematical Understanding (EMU) Intervention outlines the theoretical underpinnings for the EMU Intervention Program, and is the primary resource for EMU Specialist teachers. It is a useful tool for classroom mathematics teachers wanting advice on supporting students who are mathematically vulnerable.

It includes a clinical mathematics assessment interview to enable teachers to identify a student's current mathematical knowledge and misconceptions, describes the EMU Intervention Program, and contains over 100 pages of learning activities to extend students mathematical understanding.

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EXTENDING MATHEMATICAL UNDERSTANDING (EMU) - Ballarat Heritage Service

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The book Extending Mathematical Understanding (EMU) Intervention outlines the theoretical underpinnings for the EMU Intervention Program, and is the primary resource for EMU Specialist teachers. It is a useful tool for classroom mathematics teachers wanting advice on supporting students who are mathematically vulnerable.

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Virtual Manipulatives Help students see and learn math using different tools! Sarah R. Powell, Ph.D. srpowell@utexas.edu www.sarahpowellphd.com @sarahpowellphd Geometry Integers & Algebra Time & Money Data & Probability Extras Number & Operations Place Value Fractions & Decimals

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Designed for use with students from Foundation to Year 12

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Imagine trying to run a business, file your taxes correctly or simply do the shopping without a strong grasp of maths.

Maths plays a key part in our lives. It's important for simple, everyday tasks but fundamental for achieving our potential, ambition and successful future life.

For anyone without a strong grasp of maths mastery, overwhelming challenges and barriers to progress are everywhere. But it needn't be that way.

Enter Math-U-See.

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Math U See - Learn Maths for Life | Maths Australia

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Imagine trying to run a business, file your taxes correctly or simply do the shopping without a strong grasp of maths. Maths plays a key part in our lives. It's important for simple, everyday tasks but fundamental for achieving our potential, ambition and successful future life.

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Designed for use with students in Foundation. Includes a Number Sense Screener

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For students in the first 7 years of schooling

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Purpose: Assess progress in learning mathematics and identify gaps in knowledge that need to be addressed.
Range: First seven years of school and special needs students.
Administration: Time varies with each level; group or individual.
The Diagnostic M

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Adjustments to support students with Dyscalculia or Mathematics Learning Difficulties within a quality differentiated classroom include:

Provision of concrete materials/manipulatives

Allowing the use of calculators when mental maths is not the objective of the lesson

Providing number fact charts and times table charts to assist with recall

Use of graph paper to assist with lining up written work

Allowing additional time to complete maths activities or reduce the number of questions students need to complete

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Video tutorials to help with dyscalculia and mathematical learning difficulties

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Ronit Bird - Specialist in Dyscalculia and Arithmetic Difficulties

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Also see ebooks for dyscalculic learners here.

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Books on Dyscalculia

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Intervention strategies and resources

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Students who experience difficulties with mathematics may frequently make errors when reading, writing and recalling numbers, experience difficulty with abstract concepts (e.g., time and direction), struggle to remember math facts, rules, formulas and sequences, have difficulty applying operational procedures accurately and consistently, and show limited strategic planning ability. These students will require explicit, understanding-based and carefully-structured instruction on basic number concepts in order to develop mathematical fluency.

For many students who struggle to develop strong numeracy skills, a weakness in their underlying number sense is also present. Number sense is our innate ability to make sense of numbers. It is the skill that allows us to know how many items are in a small set without having to count them, to be able to determine which set of objects is larger and to understand the relationship between the concept of a number and the symbol or numeral used to represent it. The development of number sense is also closely linked to our ability to count and forms the basic of the arithmetic system.

When planning for numeracy intervention, it is important to consider the point of break down for the student, but also important that the foundational skills of numeracy development are in place. Delays in number sense, counting, procedural knowledge (how to go about solving the problem), number fact development and recall, and understanding the language of maths is likely to reduce the student's ability to complete more complex and higher level mathematics.

Therefore, intervention is often targeted at the following areas:

Useful resources to support numeracy development

There are a range of useful resources to assist in the development of maths skills across primary and secondary school.

Elementary Maths Mastery (EMM) - a comprehensive mental mathematics program designed for upper primary, lower secondary and remedial students. There is also a Junior Elementary Maths Mastery (JEM) program ideally suited for middle primary and upper primary remedial students, as well as a Junior Elementary Maths Master Plus (JEMM+) also suited for middle primary and upper primary remedial students.

Series of books developed by Ronit Bird (e.g. The Dyscalculia Resource Book, Overcoming Difficulties with Numbers) that provide resources, games and puzzles to help teach key aspects of numeracy to students between the ages of 7 to 16.

Books, board games and card games, developed by Paul Swan, designed to build maths skills in a fun and engaging manner (e.g., Dice Dilemmas, Tackling Tables, Fraction Cover Up, Money Matters). Several of these are available through the DSF Library and Bookshop.

Magical games for Mathematics - a book of 80 maths games, covering number recognition, place value, algorithms, decimals, fractions and more. Aimed at students from the ages of 5 - 12.

The computer-based NumberShark program utilises a games based approach to numeracy. It includes 45 games that cover addition, subtraction, multiplication and division in ways which add meaning and understanding to these operations.

There are a range of online games that provide opportunities for students with maths learning difficulties/disorders to consolidate and extend their foundation maths skills. These include:

Numbersense (number-sense.co.uk)

The Number Race (thenumberrace.com)

The Number Catcher (thenumbercatcher.com) - a sister program to The Number Race designed for older children.

There are also a range of iPad/iPod apps designed for primary and secondary school students to help support and reinforce target learning areas.

Various online resources are also available. These include:

The Khan academy (https://www.khanacademy.org)

White Rose Maths (https://whiterosemaths.com)

Eddie Woo Youtube Channel (https://misterwootube.com)

More Information

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Students who experience difficulties with mathematics may frequently make errors when reading, writing and recalling numbers, experience difficulty with abstract concepts (e.g., time and direction), struggle to remember math facts, rules, formulas and sequences, have difficulty applying operational procedures accurately and consistently, and show limited strategic planning ability.

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Intervention strategies and resources

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Students who experience difficulties with mathematics may frequently make errors when reading, writing and recalling numbers, experience difficulty with abstract concepts (e.g., time and direction), struggle to remember math facts, rules, formulas and sequences, have difficulty applying operational procedures accurately and consistently, and show limited strategic planning ability. These students will require explicit, understanding-based and carefully-structured instruction on basic number concepts in order to develop mathematical fluency.

For many students who struggle to develop strong numeracy skills, a weakness in their underlying number sense is also present. Number sense is our innate ability to make sense of numbers. It is the skill that allows us to know how many items are in a small set without having to count them, to be able to determine which set of objects is larger and to understand the relationship between the concept of a number and the symbol or numeral used to represent it. The development of number sense is also closely linked to our ability to count and forms the basic of the arithmetic system.

When planning for numeracy intervention, it is important to consider the point of break down for the student, but also important that the foundational skills of numeracy development are in place. Delays in number sense, counting, procedural knowledge (how to go about solving the problem), number fact development and recall, and understanding the language of maths is likely to reduce the student's ability to complete more complex and higher level mathematics.

Therefore, intervention is often targeted at the following areas:

Useful resources to support numeracy development

There are a range of useful resources to assist in the development of maths skills across primary and secondary school.

Elementary Maths Mastery (EMM) - a comprehensive mental mathematics program designed for upper primary, lower secondary and remedial students. There is also a Junior Elementary Maths Mastery (JEM) program ideally suited for middle primary and upper primary remedial students, as well as a Junior Elementary Maths Master Plus (JEMM+) also suited for middle primary and upper primary remedial students.

Series of books developed by Ronit Bird (e.g. The Dyscalculia Resource Book, Overcoming Difficulties with Numbers) that provide resources, games and puzzles to help teach key aspects of numeracy to students between the ages of 7 to 16.

Books, board games and card games, developed by Paul Swan, designed to build maths skills in a fun and engaging manner (e.g., Dice Dilemmas, Tackling Tables, Fraction Cover Up, Money Matters). Several of these are available through the DSF Library and Bookshop.

Magical games for Mathematics - a book of 80 maths games, covering number recognition, place value, algorithms, decimals, fractions and more. Aimed at students from the ages of 5 - 12.

The computer-based NumberShark program utilises a games based approach to numeracy. It includes 45 games that cover addition, subtraction, multiplication and division in ways which add meaning and understanding to these operations.

There are a range of online games that provide opportunities for students with maths learning difficulties/disorders to consolidate and extend their foundation maths skills. These include:

Numbersense (number-sense.co.uk)

The Number Race (thenumberrace.com)

The Number Catcher (thenumbercatcher.com) - a sister program to The Number Race designed for older children.

There are also a range of iPad/iPod apps designed for primary and secondary school students to help support and reinforce target learning areas.

Various online resources are also available. These include:

The Khan academy (https://www.khanacademy.org)

White Rose Maths (https://whiterosemaths.com)

Eddie Woo Youtube Channel (https://misterwootube.com)

More Information

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Students who experience difficulties with mathematics may frequently make errors when reading, writing and recalling numbers, experience difficulty with abstract concepts (e.g., time and direction), struggle to remember math facts, rules, formulas and sequences, have difficulty applying operational procedures accurately and consistently, and show limited strategic planning ability.

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Fractions and Decimals Online Interview Modules

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Fractions and Decimals Online Interview Modules

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Module 1 will explore the background to the FDOI, the set-up and administration of the interview and details on using the Insight Assessment Platform.

Module 2 will provide support in understanding student data and explore the resources that will assist in addressing identified student needs.

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Leading Mathematics Professional Learning - Fractions and Decimals Online Interview (FDOI)

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Module 1 will explore the background to the FDOI, the set-up and administration of the interview and details on using the Insight Assessment Platform. Module 2 will provide support in understanding student data and explore the resources that will assist in addressing identified student needs.

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SPELD NSW

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7 ways kids can get tripped up by a math problem

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7 ways kids can get tripped up by a math problem

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Kids can struggle with math for lots of reasons. And those challenges can show up in their work. Here are seven different ways kids might get tripped up by the same math problem:

Number sense is a group of skills kids use to work with numbers. It includes understanding concepts like more and less.

In the above math problem, the number "9" means one group of nine items. Some kids might not understand what it means to take nine items away from a group of 15 items. Or they might not grasp that 15 is more than nine.

Kids may not understand or remember what each operation sign is telling them to do. They may even misread the sign - the minus sign in this case.

3. Recognizing the numerals

The numerals "6" and "9" have the same shape, but they are oriented differently. Kids might have trouble remembering the value of each one. They might also get confused and think that "6" means nine and "9" means six.

4. Working with double digits

Place value can be tricky. When kids aren't sure about the concept of a double-digit number - that it has a tens value and ones value - they might get stumped.

Textbooks and workbooks usually show problems vertically. But teachers often show them horizontally (15 - 9 = 6). Some kids have trouble changing the orientation of the problem in their mind in order to solve it.

Sometimes kids need to copy the problem from their textbook onto paper. But they might copy the sign or any of the numerals incorrectly.

7. Sticking with a strategy

This subtraction problem might seem straightforward. But there are actually lots of ways to approach it.

Your child might have been taught to use a number line, to split each number into its tens value and ones value, or to borrow and carry. But kids might not remember which one to use, or how to do it.

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7 ways kids can get tripped up by a math problem

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See how one basic math problem could trip up students in seven different ways.

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Dyscalculia is a specific learning difficulty in maths - particularly in arithmetic. The word dyscalculia has both Greek and Latin roots, literally meaning: counting badly. Essentially, it's a specific difficulty in maths, caused by structural differences in the areas of a learner's brain responsible for numerical calculation.

Learners with dyscalculia generally function well in other areas, but show a complete lack of number sense and intuition for number. The effects of their difficulties in maths can be far-reaching and can significantly impair daily living.

So how can you support a learner with dyscalculia? You can identify dyscalculia in your learners in a few ways. Once you've identified a learner with dyscalculia, here are some of the main obstacles to look out for, and tips for helping learners move past them.

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Dyscalculia in the maths class: Obstacles and how to help | MNP Blog

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Dyscalculia is a specific learning difficulty in maths - particularly in arithmetic. The word dyscalculia has both Greek and Latin roots, literally meaning: counting badly. Essentially, it's a specific difficulty in maths, caused by structural differences in the areas of a learner's brain responsible for numerical calculation.

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Helping pupils with specific learning difficulties in maths

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Although manipulatives and representations are commonly used in primary mathematics or have been historically considered the reserve of lower prior attainers, they can be equally valuable for revealing mathematical structures at secondary level for all students.

We have produced guidance for some of the most useful representations for Key Stage 3 mathematics. Each guidance document details:

what they are

why they are important

how they might be used.

Click the following links to download the guidance documents.
Please note some of the links to NCETM content in the documents below may not work. You can quickly find where the links point using the search tool on this website. If you cannot find what you're looking for, contact info@ncetm.org.uk.

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Using mathematical representations at KS3

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Guidance for some of the most useful representations for Key Stage 3 mathematics.

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Free downloadable units that follow the Gradual Release of Responsibility approach

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Delta Math RtI Program - Ottawa Area Intermediate School District

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Delta Math RtI Program - Ottawa Area Intermediate School District

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Problem solving intervention program.

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Pirate Math Equation Quest is an intensive word-problem intervention for elementary children.

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Schedule for Early Number Assessment (SENA)

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Schedule for Early Number Assessment (SENA)