A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math

Autor/inn/en	Rutherford, Teomara; Farkas, George; Duncan, Greg; Burchinal, Margaret; Kibrick, Melissa; Graham, Jeneen; Richland, Lindsey; Tran, Natalie; Schneider, Stephanie; Duran, Lauren; Martinez, Michael E.
Titel	A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math
Quelle	In: Journal of Research on Educational Effectiveness, 7 (2014) 4, S.358-383 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2013.856978
Schlagwörter	Computer Assisted Instruction; Mathematics Instruction; Elementary School Mathematics; Intervention; Grade 2; Grade 3; Grade 4; Grade 5; Instructional Effectiveness; Supplementary Education; Elementary School Students; Mathematics Achievement; English Language Learners; California + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Unterrichtserfolg; Ergänzungsunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kalifornien
Abstract	Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a negligible effect of ST Math on mathematics scores, which did not differ significantly across subgroups defined by prior math proficiency and English Language Learner status. Two years of program treatment produced a nonsignificant effect. Publication of evaluation results from large-scale real-world supplemental mathematics instructional implementations such as this one can provide a realistic view of the possibilities, costs, and limitations of this and other computer aided instruction supplemental interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10