Reys, Suydam and Lindquist (1995) recommend the following:
"Effective remediation begins with effective diagnosis. Once teachers have
a clear picture of a child's needs, they can plan activities to provide the
missing prerequisites that are at the source of a difficulty, develop the
understanding that has been missed, provide the practice that is needed, and
give the encouragement that is so vital in effective remediation.
In some situations groups of pupils who need help on a particular point can
work with a teacher, similiar to the way reading groups used to work. At other
times, teachers will need to work one-on-one with individual students.
Research has indicated some pointers for effective remediation (Driscoll
- Involve the child in planning his or her remedial program.
- Design remedial instruction to be different from previous
- Provide multisensory experiences.
- Guide the child from a concrete, intuitive understanding of mathematical
ideas toward being able to represent his or her understanding verbally and
- Encourage the child to estimate answers.
- Have the child use a calculator." (p.49)
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