Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis

Autor/inn/en	Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Turtura, Jessica E.; Firestone, Allison R.; Smolkowski, Keith; Jungjohann, Kathleen; Brafford, Tasia L.; Nelson, Nancy J.; Sutherland, Marah; Fien, Hank; Maddox, Steven A.
Titel	Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis
Quelle	In: Exceptional Children, 86 (2019) 1, S.77-94 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Mathematics Instruction; Problem Solving; Grade 1; Elementary School Students; Data Analysis; Mathematical Concepts; Intervention; Teaching Methods; Comparative Analysis; Measurement; Educational Technology; Numeracy; Literacy; At Risk Students; Computer Assisted Instruction; Handheld Devices; Faculty Development; Emergent Literacy; Reading Tests; Reading Fluency; Pretests Posttests; Predictor Variables; Instructional Effectiveness; Oregon; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; School year 01; 1. Schuljahr; Schuljahr 01; Auswertung; Teaching method; Lehrmethode; Unterrichtsmethode; Messverfahren; Unterrichtsmedien; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Computer based training; Computerunterstützter Unterricht; Frühleseunterricht; Lesetest; Prädiktor; Unterrichtserfolg
Abstract	Well-designed mathematics instruction focused on concepts and problem-solving skills associated with measurement and data analysis can build a foundational understanding for more advanced mathematics. This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students' conceptual understanding and problem-solving skills around the areas of measurement and data analysis. Employing a randomized controlled trial, 96 first-grade students at risk for mathematics difficulties were randomly assigned within classrooms to either a treatment (PM-L1) or a control (business-as-usual) condition. A statistically significant positive effect was found on one of five outcome measures, with the other four showing positive but nonsignificant results. Results also suggested preliminary evidence of differential response based on students' number sense and early literacy risk status. Implications for using mathematics interventions focused on measurement and data analysis to build comprehensive, multitiered service delivery models in mathematics are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01