Math achievement outcomes associated with Montessori education

The focus of this article's study was to evaluate the impact of the school counselor-led Student Success Skills program on the academic and social competence of students. A randomized comparison group design was used to measure treatment outcomes for students in grades 5, 6, 8, and 9 from six schools using state-mandated achievement tests in math and reading and a measure of social competence. Achievement outcomes were measured for comparison group students in schools matched for key demographics. An analysis of covariance was used for the analysis. Students who received the intervention scored significantly higher in math achievement and showed substantial improvement in behavior.

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Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement

Child Development Research ◽

10.1155/2012/170310 ◽

2012 ◽

Vol 2012 ◽

pp. 1-12 ◽

Cited By ~ 9

Author(s):

Michèle M. M. Mazzocco ◽

Laurie B. Hanich ◽

Maia M. Noeder

Keyword(s):

Early Childhood ◽

Mathematics Achievement ◽

Learning Disability ◽

Math Achievement ◽

Mathematics Learning ◽

School Age ◽

Math Ability ◽

Achievement Outcomes ◽

Grade 3 ◽

Primary School Age

To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions. We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject. Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'. Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3. Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3. These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes. This further supports current interests in developing formal measures of academic disposition in early childhood.

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Corrigendum

Journal of Learning Disabilities ◽

10.1177/0022219418791814 ◽

2018 ◽

Vol 52 (2) ◽

pp. NP1-NP1

Keyword(s):

Learning Disabilities ◽

Missing Data ◽

Family History ◽

Math Achievement ◽

The Other ◽

Math Fluency ◽

P Values ◽

Achievement Outcomes ◽

History Of ◽

Made In

Erbeli, F., Hart, S. A., & Taylor, J. (2018). Genetic and environmental influences on achievement outcomes based on family history of learning disabilities status. Journal of Learning Disabilites. Advance online publication. (Original doi: 10.1177/0022219418775116 ) In the version of this article originally published OnlineFirst, an error was made in the coding of missing data for math fluency. The mistake is limited to the math fluency measure only (a miscode of the data resulted in missing data being set to 0), and is limited to the specific numbers reported for the math achievement measure. The mistake did not result in a change in the pattern, or implications, of the results. Tables 1, 2, 3, and 4, Figure 3, as well as a sentence in the Results section, have been corrected online and in subsequent versions of the article. All the other sections of the paper remain intact. The conclusions continue to be supported by the new data and verifiable analyses. The corrected sentence is as follows: Outcomes on all achievement measures, aside from math fluency, were statistically significant indicators of FH+ status, as shown by the p values.

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