Counting On : a diagnostic and remedial mathematics intervention for middle years students

![CDATA[The middle years of schooling are widely regarded as the last two years of primary school and the first 2-3 years of secondary school (typically 9 – 14 year olds). Research has revealed considerable disengagement with and underachievement in mathematics by some middle year’s students. This group are excluded from effective mathematics study in the middle years and beyond because of a lack of understanding and proficiency with early school mathematical knowledge. The Counting On program began in the Australian state of New South Wales in 1999 (Thomas, 1999) and was designed to support the professional learning of teachers in identifying and addressing the learning needs of middle years students with difficulties with the early mathematical concepts and skills. It has a strong theoretical and research base and has undergone major changes in response to regular program evaluations. This paper will explore the theoretical roots of the program, examine the Learning Framework In Number (Wright, 1998; Wright, Martland, & Stafford, 2000), and consider the evaluation reports while focusing upon gains in both teacher professional learning and student mathematical learning outcomes.]]