A Mathematics Intervention for Low-Performing Finnish Second Graders: Findings from a Pilot Study

Autor/inn/en	Mononen, Riikka; Aunio, Pirjo
Titel	A Mathematics Intervention for Low-Performing Finnish Second Graders: Findings from a Pilot Study
Quelle	In: European Journal of Special Needs Education, 29 (2014) 4, S.457-473 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2014.922794
Schlagwörter	Foreign Countries; Mathematics Instruction; Intervention; Elementary School Students; Low Achievement; Pilot Projects; Mathematics Achievement; Quasiexperimental Design; Mathematics Skills; Program Effectiveness; Measures (Individuals); Thinking Skills; Language Skills; Fidelity; Statistical Distributions; Pretests Posttests; Effect Size; Finland + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Pilot project; Modellversuch; Pilotprojekt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Messdaten; Denkfähigkeit; Language skill; Sprachkompetenz; Wahrscheinlichkeitsverteilung; Finnland
Abstract	Evidence-based practice is highly appreciated and demanded in the field of education, especially in relation to extra support provided for children struggling with learning. Currently, there is a lack of intervention studies in the area of mathematics. This study aimed to investigate the effects of a short mathematics intervention programme on second graders (M[subscript age]?=?8?years, 2?months) with low performance in mathematics, in a quasi-experimental, intervention-control setting. A group of low-performing second graders (LOWi, n?=?11) was taught twice a week for eight weeks on the mathematics topics of number word sequence skills, counting skills and conceptual place value knowledge. The intervention's effectiveness was examined by comparing the mathematics performance of the LOWi group to those of two groups consisting of low performing (LOWc, n?=?13) and typically performing children (TYPc, n?=?64), who followed their business-as-usual mathematics instruction. The LOWi group made significant improvements in mathematics but did not show significantly better gains, compared to the LOWc and TYPc groups, immediately and three months after the intervention. We discuss the implications for educational practice and intervention research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10