Remediation for Students with Mathematics Difficulties: An Intervention Study in Middle Schools

Autor/inn/en	Moser Opitz, Elisabeth; Freesemann, Okka; Prediger, Susanne; Grob, Urs; Matull, Ina; Hußmann, Stephan
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01