Training mathematical skills in school children: Some preliminary results.

Abstract

The present study is a further development of an earlier research on school failure. The aim is to develop sound, simple, effective evaluation and training procedures for children with difficulties to learn mathematics. A review of research on mathematical knowledge reveals some confusion in using terms and a lack of empirical studies on intervention strategies. Nevertheless, some progress has been done in defining the necessary skills for children to solve mathematical problems. In the current study, two cases of primary school children (ISCED 1) with difficulties to learn mathematics are presented. They were trained to acquire a set of pre-mathematical or mathematical skills. The core of the intervention procedures is Behavior Skills Training (BST), a highly effective technique for teaching individuals with different disabilities a wide variety of skills. Evaluation of the training is carried out by comparing the percentage of attained objectives before (pre-test) and after training (post-test). Future developments of this research are explained