What We Are Learning about Mathematics Interventions and Conducting Research on Mathematics Interventions

Autor/in	Gersten, Russell
Titel	What We Are Learning about Mathematics Interventions and Conducting Research on Mathematics Interventions
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 4, S.684-688 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1212631
Schlagwörter	Stellungnahme; Mathematics Instruction; Elementary School Mathematics; Preschool Education; Intervention; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Small Group Instruction; Alignment (Education); Core Curriculum; State Standards; Attention Deficit Disorders + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Kerncurriculum; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	In this commentary, the author reflects on four studies that have greatly expanded the knowledge base on effective interventions in mathematics, and he provides four rigorous experimental studies of approaches for students likely to experience difficulties learning mathematics over a large grade-level span (pre-K to 4th grade). All of the interventions appear to be implemented with care and rigor, and data were analyzed using state-of-the-art techniques. The studies all demonstrated positive, statistically significant effects on measures aligned with the instructional goals of the intervention curriculum--what authors tend to call "proximal measures." The finding suggests that not only students who score close to benchmark levels, but even the lowest-performing students in mathematics, do benefit from a well-designed Tier 2 mathematics intervention covering difficult topics in the grade-level curriculum. This is an important finding, given finite money and resources. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01