Literaturnachweis - Detailanzeige
Autor/inn/en | Moser Opitz, Elisabeth; Freesemann, Okka; Prediger, Susanne; Grob, Urs; Matull, Ina; Hußmann, Stephan |
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Titel | Remediation for Students with Mathematics Difficulties: An Intervention Study in Middle Schools |
Quelle | In: Journal of Learning Disabilities, 50 (2017) 6, S.724-736 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/0022219416668323 |
Schlagwörter | Middle School Students; Remedial Instruction; Remedial Mathematics; Mathematics Instruction; Program Effectiveness; Control Groups; Experimental Groups; Arithmetic; Mathematical Concepts; Concept Formation; Hypothesis Testing; Achievement Gains; Pretests Posttests; Mathematics Tests; Student Characteristics; Culture Fair Tests; Intelligence Tests; Intervention; Statistical Analysis; Foreign Countries; Multiple Regression Analysis; Germany; Cattell Culture Fair Intelligence Test Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Förderkurs; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Concept learning; Begriffsbildung; Hypothesenprüfung; Hypothesentest; Achievement gain; Leistungssteigerung; Intelligence test; Intelligenztest; Statistische Analyse; Ausland; Deutschland |
Abstract | As empirical studies have consistently shown, low achievement in mathematics at the secondary level can often be traced to deficits in the understanding of certain basic arithmetic concepts taught in primary school. The present intervention study in middle schools evaluated whether such learning deficits can be reduced effectively and whether the type of instruction influences students' progress. The sample consisted of 123 students in 34 classes, split among one control group and two intervention groups: (a) small group instruction and (b) independent work partially integrated into regular classrooms. Over a period of 14 weeks, students were taught basic concepts, such as place value and basic operations. In addition, they practiced fact retrieval and counting (in groups). Multilevel regression analyses demonstrated that the interventions can be used to reduce given deficits. (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: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |