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Summary
This article written by Ann Gervasoni & Peter Sullivan discusses the importance for
article suggests that as teachers we have failed to recognise how complex arithmetic
Gervasoni and Sullivan suggest that whilst there is no single formula to assist children
who are vulnerable in number learning, it is essential that experiences in any four
domains [Counting, Place value, Addition and Subtraction, and Multiplication and
Division] are not delayed until children have reached a certain level in another
domain. That is, children have diverse mathematical knowledge, and that knowledge
another domain.
The article also delves into the clinical assessment interview, which is based on the
growth points [“key stages in the learning of various domains of mathematics” p. 41].
These interviews allow teachers to observe children’s ability to solve problems and
discuss their strategies used, whilst also determining any misconceptions and
Children’s scores are then measured to determine whether they are on the basis of on
the way growth points, children who have constructed mathematical knowledge in a
Jane Sparrow 20144178
particular curriculum domain or grade level and are likely to continue to learn
successfully, or “not yet reaching” the on the way growth point. Children who are not
yet reaching the growth point are identified possibly vulnerable in that domain and
Reflection
I agree with the importance of identifying students who are at risk of not being able to
definitely not straightforward, however once recognised in a child, the way in which
we can assist and support these children becomes much clearer. I have found that
been able to create informed instructional support for each student, which in turn has
misconceptions. These results have given me a better insight than that of those from a
I found the interviews also highlighted student’s strengths and weaknesses. For
example, as suggested by the article’s research, whilst one student may be vulnerable
in counting, the student may not necessarily need support in any other domain.
result of prior experiences of any knowledge and skills for that domain.
Reference:
Gervasoni, A., & Sullivan, P. (2007). Assessing and teaching children who have
difficulty learning arithmetic. Educational & Child Psychology, 24(2), 40-53.