The Effect of a Mathematics Intervention Program on Mathematics Attitudes in Preadolescents

2009 ◽  
Author(s):  
Aleah L. Swain ◽  
Daron B. Nelson
Keyword(s):  
Intervention Program ◽  
Mathematics Attitudes ◽  
Mathematics Intervention

Home-School Partnership within Mathematics Intervention

2007 ◽  
Vol 32 (3) ◽  
pp. 48-58 ◽  
Author(s):  
Marguerite Maher
Keyword(s):  
New Zealand ◽  
Parental Involvement ◽  
Intervention Program ◽  
Mathematics Learning ◽  
Dynamic Force ◽  
Mathematics Intervention ◽  
Teaching Of Reading ◽  
School Partnership ◽  
Home School Partnership ◽  
Teachers And Parents

THE NUMERACY PROJECT, as implemented in New Zealand, aims to enhance the numeracy achievement of all students and to foster parental involvement in their children's mathematics learning. This paper reports the findings of a study that took place at a high socioeconomic status primary school in New Zealand with teachers and parents of Years 1 and 2 students. Findings showed that teachers felt more confident in their ability to teach literacy than to teach numeracy. They also believed they were not fully meeting the needs of the lower achievers in mathematics. Partnership with parents in the teaching of reading was well-established but was less apparent in mathematics. Parental involvement was seen to be a dynamic force in the progress of those students who took part in a mathematics intervention program. Results from the mathematics intervention are reported.

Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention

2018 ◽  
Vol 85 (2) ◽  
pp. 129-146 ◽  
Author(s):  
Ben Clarke ◽  
Christian T. Doabler ◽  
Keith Smolkowski ◽  
Jessica Turtura ◽  
Derek Kosty ◽  
...  
Keyword(s):  
At Risk ◽  
Intervention Program ◽  
Block Design ◽  
First Grade ◽  
Kindergarten Students ◽  
Achievement Level ◽  
Mathematics Intervention ◽  
Treatment Conditions ◽  
Randomized Block Design ◽  
The Relationship

This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students ( n = 592) within classrooms ( n = 60) randomly assigned to one of two treatment conditions (a small group of two to five students) or control condition. Proximal and distal measures were collected in the fall (pretest), spring (posttest), and winter of first grade (delayed posttest). Analyses examined the moderating effects of initial student achievement level on mathematics outcomes. Results indicated that initial skill moderated student outcomes but the relationship did not differ by group size. Implications for tiered mathematics instruction are discussed.

Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students With Attention Difficulties

2019 ◽  
Vol 35 (3) ◽  
pp. 119-132
Author(s):  
Lina Shanley ◽  
Mari Strand Cary ◽  
Jessica Turtura ◽  
Ben Clarke ◽  
Marah Sutherland ◽  
...  
Keyword(s):  
Instructional Technology ◽  
Mathematics Instruction ◽  
Intervention Program ◽  
Self Regulation ◽  
Functional Relation ◽  
Intervention Development ◽  
Response Accuracy ◽  
Mathematics Intervention ◽  
Early Mathematics ◽  
Functional Relations

Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the current study investigated functional relations between the use of targeted instructional cueing and self-regulation support features in an iPad-based mathematics program and improved response accuracy for kindergarten students. Results presented here suggest a functional relation between the provision of instructional cueing and self-regulation support features and improved response accuracy for students who participated in an iPad-based mathematics intervention program. Implications for early mathematics instruction and technology-based intervention development are discussed.

An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties

2016 ◽  
Vol 40 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Yan Ping Xin ◽  
Ron Tzur ◽  
Casey Hord ◽  
Jia Liu ◽  
Joo Young Park ◽  
...  
Keyword(s):  
Problem Solving ◽  
Intervention Program ◽  
The United States ◽  
Computer Assisted ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Problem Solving Skills ◽  
Mathematics Standards ◽  
Assisted Instruction ◽  
Intelligent Tutor

The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Grammatical Morpheme Intervention Issues for Students Who Use AAC

2008 ◽  
Vol 17 (2) ◽  
pp. 62-68 ◽  
Author(s):  
Cathy Binger
Keyword(s):  
Special Interest ◽  
Augmentative And Alternative Communication ◽  
Intervention Program ◽  
Annual Conference ◽  
Alternative Communication ◽  
Research Results ◽  
School Aged Children ◽  
Grammar Acquisition ◽  
Device Use

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

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