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tandfonline.com – Assessing a multi-component math intervention within a cognitive-behavioral framework on the word problem-solving responses of a diverse group of third graders

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In third grade the focus on math word problems becomes prominent. In the limited third grade research, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. For these practices to reach their full potential though, their content must be relevant and provide for growth to mature mathematical concepts. Based on these conclusions, additional research was needed. Therefore, the focus of this study was to evaluate the effectiveness of a multi-component word problem-solving intervention with explicit instruction strategies, multiple exemplars, the teaching of student-generated visual representations, incorporation of a self-monitoring checklist, and Common Core State Standards’ appropriate curriculum. Within a multiple baseline across behaviors design, the study evaluated… Continue Reading

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Eric.ed.gov – The Effects of a Multi-Component Intervention to Increase Math Performance for Students with EBD in Alternative Educational Settings

eric.ed.gov har udgivet: Historically, secondary students with emotional behavioral disorders (EBD) have made poor progress in mathematics putting them at risk for school failure and placement in an alternative setting. Two under studied areas essential to success in mathematics are fractions and algebra. The purpose of this study was to test the effects of a multi-component intervention on the math performance for middle school students with EBD in an alternative educational setting. This study used a one-group nonequivalent dependent variables design (Shadish, Cook, & Campbell, 2002) with multiple measures in multiple waves to assess the effects. Repeated measures ANOVA indicated that students significantly improved their math performance on both fractions and algebra using researcher developed measures. Social validity results indicated that teacher and students found the intervention to be an… Continue Reading