Commentary on early identification and interventions for students with mathematical difficulties: make sense--do the math

Abstract

Gersten, Jordan, and Flojo (in this issue) have written an elegant summary of the research on early identification and interventions for students with mathematical difficulties. The general constructs of arithmetic combinations, counting strategies, and number sense encapsulate elemental components of early math learning and suggest approaches to remediation. Recent changes in the Individuals with Disabilities Education Act may enhance opportunities for researchers, practitioners, and young learners to benefit from this knowledge.