Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students with Mathematics Difficulties

Autor/inn/en	Jitendra, Asha K.; Rodriguez, Michael; Kanive, Rebecca; Huang, Ju-Ping; Church, Chris; Corroy, Kelly A.; Zaslofsky, Anne
Titel	Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students with Mathematics Difficulties
Quelle	In: Learning Disability Quarterly, 36 (2013) 1, S.21-35 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948712457561
Schlagwörter	Reading Achievement; At Risk Students; Tutoring; Problem Solving; Mathematics Education; Pretests Posttests; Word Problems (Mathematics); Intervention; Small Group Instruction; Intermode Differences; Teaching Methods; Achievement Gains; Aptitude Treatment Interaction; Grade 3; Mathematical Enrichment; Mathematics Achievement; Learning Disabilities + Suchen Sie Ihr Suchwort? Leseleistung; Förderkonzept; Nachhilfeunterricht; Problemlösen; Mathematische Bildung; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung
Abstract	This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students (N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed. (Contains 4 tables and 2 figures.) (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	2021/2/06