What happens over time to students identified as being at risk of falling behind in numeracy?

Abstract

This study followed 191 students in 10 schools over three years, investigating what happens over time with students identified as at risk of falling behind in numeracy. The study uses data from a formative, national numeracy mapping test. The results show that students’ test scores often varies from one year to the next. Only 10 students were consistently identified as being at risk. A score pattern analysis revealed that they showed little progress from grade 1 to grade 2 in number concept and counting skills. This improved in grade 3, but they remained behind their peers in conceptual understanding and calculation skills. From a response to intervention perspective, these students would likely have benefitted from teaching interventions in grade 1 to familiarise them with the number line.