Abstract
AbstractThis research paper reports on phase two of an Australian study that examined video-recorded intensive one-to-one teaching interactions with 6–7-year-old students who were in their second year of schooling and identified by the their class teacher as low attaining in early number. The two-phased study from which this paper emerges was originally conducted in 1998 as part of my Bachelor of Teaching Honours (Research) program at Southern Cross University Lismore, New South Wales. That study identified teaching interactions particularly suited to one-to-one teaching in the Maths Recovery Program, a program designed for these students who were at risk of failure in early number. A great deal has not changed since that time with limited literature available that comprehensively reports on teaching interactions in intensive one-to-one settings. Revisiting the original study is considered timely because of the increasing number of withdrawal and intensive programs now funded and adopted by schools and ye...
Highlights
Education is an anti-poverty strategy to protect children from later disadvantage
Social advantage and disadvantage and education success and failure are linked to the Australian education system (Kenway, 2013)
In Australia, children are at risk of failure in this subject in the early years of schooling if they are not identified as low attaining by their classroom teachers
Summary
Education is an anti-poverty strategy to protect children from later disadvantage. Its purpose is to bring about success and create educational and social advantages for students. In light of the child’s participation in this task, the teacher was able to move in and out of the scaffold, supporting him when he needed it and at other times allowing him to gain more control of his mathematical learning.T: Let’s see if you can count by twos for me again today. John supported Chris by allowing time for him to reflect and think about how he was going to solve the addition problem.
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