Which Instructional Practices Most Help First-Grade Students with and without Mathematics Difficulties?

Autor/inn/en	Morgan, Paul L.; Farkas, George; Maczuga, Steve
Titel	Which Instructional Practices Most Help First-Grade Students with and without Mathematics Difficulties?
Quelle	In: Educational Evaluation and Policy Analysis, 37 (2015) 2, S.184-205 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373714536608
Schlagwörter	Teaching Methods; Grade 1; Mathematics Instruction; Longitudinal Studies; Correlation; Elementary School Mathematics; Elementary School Teachers; Elementary School Students; Factor Analysis; Learning Activities; Skill Development; Mathematics Achievement; Low Achievement; At Risk Students; Regression (Statistics); Learning Problems; Manipulative Materials; Calculators; Motion; Music; Learner Controlled Instruction; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Mathematics lessons; Mathematikunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Faktorenanalyse; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Regression; Regressionsanalyse; Lernproblem; Hilfsmittel; Calculator; Rechner; Rechenmaschine; Bewegungsablauf; Musik
Abstract	We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement--three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in the first-grade classrooms were associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted effect sizes [ESs] = 0.05-0.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = 0.03-0.04). First-grade teachers in the United States may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01