Longitudinal Progress of 6-Year-Old Students Who Participated in an 'Extending Mathematical Understanding' Mathematics Intervention Program

The longitudinal progress of 42 Grade 1 students who participated in a 10-20 week Extending Mathematical Understanding (EMU) intervention program was examined to evaluate the effectiveness of the program for enhancing and accelerating mathematics learning. Overall the students made accelerated progress during Grade 1 and their learning was maintained after the six-week summer break and also when they were assessed 12 months later. However, the rate of progress for many students was less during Grade 2 when they participated only in regular classroom lessons. [The research reported in this paper was funded by the Australian Government as part of the "Bridging the Numeracy Gap in Low SES and Indigenous Communities" Project.]