TEN EASY STEPS TO MATHEMATICS INTERVENTION IN YOUR CLASSROOM: IS INTERPRETING THE RESEARCH ON STUDENTS WHO STRUGGLE IN PRIMARY MATHEMATICS THIS EASY?

Catering adequately for students who struggle in mathematics is a huge issue for primary school teachers. In any primary (elementary) school classroom it can be expected that there is a range of ability levels spanning 7 years of development (Cockroft, 1982). There is an expectation that the teacher will effectively cater for all of the students in the class at their varying levels. This expectation is a cause for concern as many students in normal classrooms are identified as requiring extra assistance in mathematics.