LDA Student Award Winner, 2008: Narrowing the Gap--A Report on the "Quicksmart" Mathematics Intervention

Autor/in	Bellert, Anne
Titel	LDA Student Award Winner, 2008: Narrowing the Gap--A Report on the "Quicksmart" Mathematics Intervention
Quelle	In: Australian Journal of Learning Difficulties, 14 (2009) 2, S.171-183 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
Schlagwörter	Learning Problems; Mathematics Education; Intervention; Standardized Tests; Middle School Students; Secondary School Mathematics; Cognitive Processes; Mathematics Skills; Skill Development; Low Achievement; Comparative Analysis; Program Effectiveness; Achievement Gains; Foreign Countries; Computer Software; Mathematical Concepts; Cognitive Development; Australia + Suchen Sie Ihr Suchwort? Lernproblem; Mathematische Bildung; Standadised tests; Standardisierter Test; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Cognitive process; Kognitiver Prozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Unterdurchschnittliche Leistung; Achievement gain; Leistungssteigerung; Ausland; Kognitive Entwicklung; Australien
Abstract	This article focuses on the cognitive factors that impact on students in the middle school years experiencing learning difficulties in basic mathematics. It begins with a review of selected literature providing information about the learning difficulties in mathematics. Focus then shifts to an implementation of the "Quicksmart" intervention. "Quicksmart" is a basic academic skills intervention designed for persistently low-achieving middle-years' students. In this small-scale study, 12 middle school students experiencing learning difficulties participated in the "Quicksmart" mathematics program. Comparisons are made between the mathematics progress of the intervention group and eight average-achieving peers. The results indicate that on measures of response speed and accuracy "Quicksmart" participant students were able to narrow the gap between their performance and that of their average-achieving peers. Further, on standardized tests of more general mathematical knowledge, participant students improved significantly from pre-test to post-test. Implications are drawn regarding the importance of interventions that emphasize automaticity in basic mathematics for middle years students with learning difficulties. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10