Subskill Mastery among Elementary and Middle School Students at Risk in Mathematics

Autor/inn/en	Nelson, Peter M.; Parker, David C.; Van Norman, Ethan R.
Titel	Subskill Mastery among Elementary and Middle School Students at Risk in Mathematics
Quelle	In: Psychology in the Schools, 55 (2018) 6, S.722-736 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Peter M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22143
Schlagwörter	Middle School Students; Elementary School Students; Mathematics Education; At Risk Students; Supplementary Education; Remedial Mathematics; Number Concepts; Numbers; Mastery Tests; Mathematics Skills; Probability; Alignment (Education); Academic Standards + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematische Bildung; Ergänzungsunterricht; Number concept; Zahlbegriff; Zahlenraum; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery--defined as 85% correct on short tests--was assessed following instruction for each subskill. Using survival analysis, we evaluated the number of attempts required to reach a 0.50 and a 0.90 probability of mastery on each subskill. The number of required attempts varied across subskills, with many subskills requiring more than one attempt to demonstrate mastery. Further, some of the most difficult content was aligned with curricular standards below students' grade level. Thus, among students identified for supplemental support, it may be worthwhile to remediate select subskills that fall outside of the grade-level curriculum before providing additional instruction on grade-level content. Implications for math subskill assessment and remediation are discussed along with limitations and directions for future research. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01