Behavioral fluency and mathematics intervention research: A review of the last 20 years

2018 ◽  
Author(s):  
James D. Stocker ◽  
Rachel Schwartz ◽  
Richard M. Kubina ◽  
Douglas Kostewicz ◽  
Martin Kozloff
Keyword(s):  
Intervention Research ◽  
Mathematics Intervention ◽  
Behavioral Fluency ◽  
And Mathematics

scholarly journals A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Pragashni Padayachee ◽  
Hennie Boshoff ◽  
Werner Olivier ◽  
Ansie Harding
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Learning Approach ◽  
Learning Context ◽  
Mathematics Intervention ◽  
Digital Video Disk ◽  
And Mathematics

This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk (DVD) technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach, since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research: implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project (ISP) learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.

Implementation Fidelity and the Design of a Fractions Intervention

2019 ◽  
Vol 42 (4) ◽  
pp. 217-230 ◽  
Author(s):  
Lindy Crawford ◽  
Barbara Freeman ◽  
Jacqueline Huscroft-D’Angelo ◽  
Sarah Quebec Fuentes ◽  
Kristina N. Higgins
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Student Outcomes ◽  
Implementation Fidelity ◽  
Learning Opportunities ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Tier Ii ◽  
Higher Order Learning ◽  
And Mathematics

Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and mathematics education. Four steps undertaken in the development of a Tier II fraction-based mathematics intervention designed to improve the conceptual understanding of students with learning disabilities or difficulties are described in this article: (a) articulation of a logic model, (b) delineation of intervention components, (c) analysis of reliability data related to implementation fidelity, and (d) pilot testing to measure implementation fidelity and student outcomes. Results of the pilot study demonstrated no significant effect for the component of technology; however, significant pre–post differences were found in the performance of all groups on their conceptual understanding of fractions as numbers.

scholarly journals Writing and mathematical problem solving in Grade 3

2017 ◽  
Vol 7 (1) ◽  
pp. 9 ◽  
Author(s):  
Belinda Petersen ◽  
Sharon McAuliffe ◽  
Cornelis Vermeulen
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Ability Group ◽  
Mathematics Intervention ◽  
Mathematical Problems ◽  
Field Notes ◽  
Problem Solving Strategies ◽  
Grade 3 ◽  
And Mathematics

This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.

scholarly journals Tier 3 Intensified Intervention for Second Grade Students with Severe Mathematics Difficulties

2018 ◽  
Vol 2 (11) ◽  
Author(s):  
Diane Pedrotty Bryant ◽  
Brian R. Bryant ◽  
Danielle A. Sorelle-Miner ◽  
Terry Falcomata ◽  
Maryam Nozari
Keyword(s):  
Maintenance Phase ◽  
Posttest Score ◽  
Second Grade ◽  
Future Research ◽  
Mathematics Intervention ◽  
Baseline Design ◽  
Second Grade Students ◽  
Overlapping Data ◽  
And Mathematics ◽  
Instruction Strategies

Abstract A multiple baseline design was employed to examine the effects of an intensive mathematics intervention, which focused on early numeracy concepts and skills. Thirty-three second grade students participated in the study. Students attended five different schools in one school district and received the intervention in a total of 12 groups from mathematics interventionists. The intervention occurred for about 30 min per session, 5 days a week for 8 weeks with a maintenance phase two weeks later and generalization testing four weeks later. The intervention consisted of explicit instruction, strategies, and mathematics practices. Visual analyses of the data showed improvement for the majority of the groups. Effect size calculations showed no evidence of overlapping data between baseline and intervention for nine out of twelve groups. Maintenance data revealed positive results and five students had a posttest score at or above the 25th percentile on the generalization measure. Implications for practice with limitations and future research are discussed.    

Examining Dimensions of Treatment Intensity and Treatment Fidelity in Mathematics Intervention Research for Students at Risk

2018 ◽  
Vol 40 (5) ◽  
pp. 298-312 ◽  
Author(s):  
Emily R. DeFouw ◽  
Robin S. Codding ◽  
Melissa A. Collier-Meek ◽  
Kaitlin M. Gould
Keyword(s):  
At Risk ◽  
Treatment Fidelity ◽  
Academic Failure ◽  
Intervention Research ◽  
Future Research ◽  
Treatment Intensity ◽  
Students At Risk ◽  
Math Intervention ◽  
Mathematics Intervention ◽  
Research Based Interventions

To prevent academic failure and promote long-term success, response-to-intervention (RtI) is designed to systematically increase the intensity of delivering research-based interventions. Interventions within an RtI framework must not only be effective but also be implemented with treatment fidelity and delivered with the appropriate level of treatment intensity to improve student mathematics achievement. The purpose of this systematic review was to explore the mathematics intervention research for students at risk of mathematics failure by examining intervention characteristics related to treatment fidelity and intensity. Results from 66 math intervention studies conducted from 2004 to 2015 were summarized. The majority of studies monitored treatment fidelity and provided details of some aspects of treatment intensity (i.e., dose, group size). However, interventionists’ characteristics, implementation characteristics, and treatment design were less frequently reviewed. Implications for future research and educational practices are discussed.

Final Commentary to the Cross-Disciplinary Thematic Special Series: Special Education and Mathematics Education

2017 ◽  
Vol 40 (3) ◽  
pp. 146-151 ◽  
Author(s):  
John Woodward ◽  
Ron Tzur
Keyword(s):  
Special Education ◽  
Qualitative Methodology ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Approach To Learning ◽  
Math Disability ◽  
Instructional Needs ◽  
And Mathematics ◽  
Math Difficulties ◽  
Rich History

Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a constructive approach to learning. Two themes bind the four studies reviewed here. The first is what distinguishes students with math difficulties from those that may be considered as having a math disability. The second is the nature of curriculum and how the work described in this special issue departs from structured approaches to interventions that have a long and rich history in special education.

Using Virtual Environments to Motivate Students to Pursue STEM Careers

2013 ◽  
pp. 42-56 ◽  
Author(s):  
Jason A. Chen ◽  
Nick Zap ◽  
Chris Dede
Keyword(s):  
Classroom Instruction ◽  
Virtual Learning ◽  
Value Theory ◽  
Virtual Learning Environment ◽  
School Of Education ◽  
Stem Careers ◽  
Mathematics Intervention ◽  
Expectancy Value ◽  
Funded Project ◽  
And Mathematics

The purpose of this chapter is to bring a rigorous and well-studied theoretical framework of motivation to the study and design of virtual learning environments. The authors outline the key motivation constructs that compose Eccles and Wigfield’s Expectancy-Value Theory (e.g., Eccles, et al., 1989; Wigfield & Eccles, 1992, 2000), and how it can be used in the creation of a virtual learning environment designed to promote students’ interest in and motivation to pursue Science, Technology, Engineering, and Mathematics (STEM) careers. In addition, using Brophy’s (1999) model of the motivated learner, the authors outline how this type of motivational virtual environment can be incorporated in classroom instruction to further bolster adolescents’ motivation and competence in mathematics. Finally, they describe a NSF-funded project underway at Harvard’s Graduate School of Education that seeks to develop a 4-day mathematics intervention, merging innovative technologies with regular classroom instruction to spark students’ interest in STEM careers.

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