ABSTRACT
This chapter reviews some important intervention work. It discusses some group-based intervention programmes, and describes individualized component-based programmes. Teachers and parents have also often used games as a means of improving children’s arithmetical performances, and games form a part of many intervention programmes, both group-based and individual. Intervening to improve arithmetical difficulties in young children may reduce the risk of later development of mathematics anxiety. The componential nature of arithmetic is important in planning and formulating interventions with children who are experiencing arithmetical difficulties. Some intervention programmes target children who are perceived to be members of high-risk groups: usually children living in poverty. The programme was compared with business as usual in a randomized controlled study of over 700 children in preschool and kindergarten. The materials can be used within or outside the daily mathematics lesson, and are used individually by the child with the class teacher, a teaching assistant, or a special needs teacher.
