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The response-to-intervention approach was initially proposed to solve a problem associated with the identification of learning disabled children. Over time, it evolved into an approach intended to prevent learning disabilities and a multi-tiered system of support for learners. The goal of the present paper is to describe the main steps of this evolution and the main components of a multi-tiered system of support. We also relate this approach explicitly to the other papers in this special issue, namely the management of its implementation and the inclusion of mathematics as a teaching subject and behaviour regulation. Finally, we briefly discuss the contribution of the response-to-intervention framework to the field of education. [ABSTRACT FROM AUTHOR]

Problems in mathematics are a frequent major complaint in neuropediatric departments, for which there are two explanatory theoretical models: the hypothesis of a genetic and modular origin (with a number sense deficit) and a multidetermined origin. The purpose of this paper is to review the mathematical difficulties described in Turner syndrome and Fragile X syndrome, because a specific mathematical disorder is usually reported in these populations, supporting the existence of a number sense. Analysis of the literature reveals highly variable cognitive phenotypes in these populations, especially regarding mathematical abilities. Performance heterogeneity might be related to different factors such as the abilities needed to perform the task, the variability of definitions, the different tests used in the studies and the heterogeneity of the syndromes themselves. A number sense deficit is usually described in these syndromes, but variable cognitive impairments are also observed. The idea of a modular functioning is then debated and we argue for the necessity of a global cognitive evaluation approach. [ABSTRACT FROM AUTHOR]

In this paper, we study the most popular book of recreational mathematics published in the second half of the 18th century: The Nouvelles Récréations by Guyot. We indicate the motivations of the author, a simple postman, and the conditions which led him to write this book. We describe the spirit of the book and the public at which it aims. The success of the Nouvelles Récréations illustrates the rise of a science in polite society whose main goal is to amaze and amuse. Then, we examine the place of mathematics in this project and analyze the repertoire of problems and tricks. We focus on problems of combinatorics proposed by Guyot, like anagrams and card shuffles, which inspired some real mathematical work on the part of Monge and Gergonne. [ABSTRACT FROM AUTHOR]