Literaturnachweis - Detailanzeige
Autor/inn/en | Lesner, Taylor; Clarke, Ben; Kosty, Derek; Nelson, Nancy; Ketterlin-Geller, Leanne; Smolkowski, Keith |
---|---|
Titel | Exploring the Relationship between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention |
Quelle | In: Learning Disability Quarterly, 46 (2023) 4, S.317-328 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Nelson, Nancy) ORCID (Smolkowski, Keith) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0731-9487 |
DOI | 10.1177/07319487231168385 |
Schlagwörter | Mathematics Skills; Mathematics Instruction; Grade 6; Fractions; Algebra; Readiness; Intervention; At Risk Students; Program Effectiveness; Mathematics Achievement; Middle School Students; Skill Development; Oregon Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Bruchrechnung; Mathmatics sikills; Mathematical ability; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kompetenzentwicklung; Qualifikationsentwicklung |
Abstract | This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the treatment or control condition at the school level. Proximal and distal measures of math proficiency were collected in the fall (pretest) and spring (post-test). Analyses examined initial student achievement as a moderator of mathematics outcomes. Results indicated that intervention outcomes were not moderated by initial skill. Implications for tiered mathematics instruction and future mathematics intervention research are discussed. [For the corresponding grantee submission, see ED627362.] (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |