The BASICS Intervention Mathematics Program for At-Risk Students (Building Accuracy and Speed in Core Skills) (Report‪)‬

Introduction The "BASICS" or "Building Accuracy and Speed In Core Skills" Mathematics Intervention Program has been designed to enable students who are either low-achievers or have some form of learning disability, to attain real improvement and make the successful transition to core mathematics. The literature was reviewed to identify a collection of specific needs and deficiencies that these groups of students have historically exhibited in the mathematics classroom. Common issues identified through the review of the literature included the; use of inefficient and/or error-prone approaches; time-consuming mental computations; and a focus on simple mundane tasks in lieu of higher-order cognitive tasks (Bezuk & Cegelka, 1995; Pegg & Graham, 2007). The BASIC Intervention Program was designed to address these issues through a significant focus on improving the automaticity and accuracy of the recall of basic mathematical facts, rules, concepts and procedures. By improving automaticity and accuracy, we are negating the greatest impediments to increasing these students' opportunity for success. Consequently, the purpose of the program is to reverse the cycle of continual low-academic performance for these students, at the same time, equipping them with the essential tools to gain success and achieve their potential in mathematics now and into the future. The ultimate aim is to increase the likelihood that these students can attain success in secondary mathematics, which will facilitate a more successful transition to post-school life. The structure of this program, its pedagogical strategies and assessment devices has been significantly influenced by the QuickSmart Program developed at the SiMERR National Centre at the University of New England.