The guide of development, design and implementation ofmathematical interventions for children at risk for mathematicallearning difficulties: A review study

The guide of development, design and implementation of mathematical interventions for children at risk for mathematical learning difficulties: A review study □ Kamyar Aiemi, Ph.D. Student in Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran □ Manizheh Shehni Yailagh*, Professor in Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran □ Alireza Hajiyakhchali, Associat Professor in Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Abstract Background & purpose This study aims to evaluate the nature of mathematical learning difficulties, especially for defining, identifying, and determining the prevalence of children at risk for mathematical learning difficulties, and prevention and intervention principles aiming to propose strategies to develop and design effective mathematical interventions to improve the learning ability and performance of at-risk Persian children of 5 to 8. Materials and methods The current study was conducted as a review and with a systematic and comprehensive search of information between 2012 and 2022 in both computer and manual methods in databases. The inclusion criteria were (a) the intervention content focusing on one or more components of early number skills, (b) randomized controlled trials or quasi-experimental designs, (c) children aged 5-8 years old at risk for mathematical learning difficulties, and (d) the literature in the English language. Results First, children at risk for mathematical learning difficulties were defined and identified, and their prevalence was determined. Second, the focus was on the response to intervention approach as a multi-level prevention model. Third, the intervention definition and the characteristics of mathematical interventions were examined. Fourth, the research-based principles and guidelines were determined and presented, which were fundamental for effective mathematical interventions. Conclusion How the results of this comprehensive study can help scholars, practitioners, teachers, and trainers expand their knowledge base and implement the results of mathematical interventions for children aged 5-8 years old at risk for mathematical learning difficulties was discussed.