The Effects of Math Intervention on Student Achievement PDF Download
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Author: Staci Ulichnie
Publisher:
ISBN:
Category :
Languages : en
Pages : 29
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Book Description
Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes towards math was given to all students. Teachers were also involved in a survey, asking if they felt the school needed a math interventionist. The measuring instruments for this study were pre-assessments, chapter tests, AIMS data, MAP scores, and 2015 ACT scores. The results of the research showed that the use of a math interventionist increased student achievement. All of the students in this study made gains. Appendices include the student survey, teacher survey, and parent letter.
Author: Staci Ulichnie
Publisher:
ISBN:
Category :
Languages : en
Pages : 29
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Book Description
Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes towards math was given to all students. Teachers were also involved in a survey, asking if they felt the school needed a math interventionist. The measuring instruments for this study were pre-assessments, chapter tests, AIMS data, MAP scores, and 2015 ACT scores. The results of the research showed that the use of a math interventionist increased student achievement. All of the students in this study made gains. Appendices include the student survey, teacher survey, and parent letter.
Author: Jennifer Taylor-Cox
Publisher: Routledge
ISBN: 1317426207
Category : Education
Languages : en
Pages : 221
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Book Description
Help all of your students reach success in math! This essential book, from bestselling author and consultant Jennifer Taylor-Cox, is filled with suggestions that teachers and RTI/MTSS specialists can use to target instruction for struggling students in PreK-2. You’ll find out how to diagnose academic weaknesses, differentiate instruction, use formative assessments, offer corrective feedback, and motivate students with games and activities. The book’s practical features include... Directions for incorporating formative assessments; Explanations of successful strategies for intervention; Important math terms to use with students; Games for active learning with printable boards; Cognitive demand questions ranging from easy to complex; and Rigorous problems to help you gather pre and post data. In this enhanced second edition, you’ll find correlations to the Common Core throughout, as well as a variety of brand new, rigorous problems designed to mirror those on CCSS assessments such as the PARCC and SBAC. Bonus! The book is accompanied by free eResources on our website, www.routledge.com/9781138915626. These eResources include an Answer Key with Scoring Guide and a handy Progress Monitoring Tool that you can use to track each student’s growth, record notes, and share data with parents, administrators, and other educators. The eResources also contain printable versions of the games in the book so that you can easily download and print them for classroom use.
Author: Tali Arline Kasser
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 39
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Book Description
Student achievement in mathematics is an area of concern that has implications for student success on an individual level as well as for the nation as a whole (National Mathematics Advisory Panel, 2008). Although tier 2 intervention has been shown to be effective in remediating math difficulty, an estimated 3-8% of students do not respond to intervention (Fuchs, Fuchs, & Compton, 2012). This indicates a need to identify specific intervention components, which can increase academic outcomes. One potential intervention component to increase academic outcomes is the use of behavioral strategies in math intervention. Behavioral strategies have been found to increase academic engagement (Brooks, Todd, Tofflemoyer & Horner, 2003; Liaupsin, Umbreit, Ferro, Urso, Upreti, 2006; Todd, Horner, & Sugai, 1999). In turn, engagement increases academic outcomes (Finn, 1993; Marks, 2000). The following study uses meta-analytic techniques to assess effect size differences between math interventions with and without behavioral components. Twelve studies were included in the analysis. In addition, effect sizes were calculated by behavioral component type in order to determine whether the magnitude of effect varied by this moderator. Results from this study indicate that the use of behavioral strategies in mathematics interventions may increase intervention effectiveness. The use of self-monitoring strategies, particularly graphing progress, led to larger effect sizes than studies which utilized other strategies (verbal praise and tangible reinforcement). Limitations and implications for future research are discussed.
Author: Jennifer Bay-Williams
Publisher: ASCD
ISBN: 1416627227
Category : Education
Languages : en
Pages : 206
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Book Description
This approach to teaching basic math facts, grounded in years of research, will transform students' learning of basic facts and help them become more confident, adept, and successful at math. Mastering the basic facts for addition, subtraction, multiplication, and division is an essential goal for all students. Most educators also agree that success at higher levels of math hinges on this fundamental skill. But what's the best way to get there? Are flash cards, drills, and timed tests the answer? If so, then why do students go into the upper elementary grades (and beyond) still counting on their fingers or experiencing math anxiety? What does research say about teaching basic math facts so they will stick? In Math Fact Fluency, experts Jennifer Bay-Williams and Gina Kling provide the answers to these questions—and so much more. This book offers everything a teacher needs to teach, assess, and communicate with parents about basic math fact instruction, including The five fundamentals of fact fluency, which provide a research-based framework for effective instruction in the basic facts. Strategies students can use to find facts that are not yet committed to memory. More than 40 easy-to-make, easy-to-use games that provide engaging fact practice. More than 20 assessment tools that provide useful data on fact fluency and mastery. Suggestions and strategies for collaborating with families to help their children master the basic math facts. Math Fact Fluency is an indispensable guide for any educator who needs to teach basic math facts.
Author: Amanda Stine
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 17
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Book Description
The purpose of the study is to determine the effectiveness of math flexible small groups as an intervention to improve student proficiency on math MAP scores. The study looked at two groups of students' proficient scores on the MAP test from an urban elementary school in the Kansas City area. The first group of students did not have the intervention of math flexible small groups. The second group of students did have the intervention of math flexible small groups. Data was collected from the DESE website for Math MAP scores on third, fourth and fifth graders for the years 2009 and 2010. The findings were analyzed using A Statistical Program (ASP) software. A t-test was conducted to see if there was a significant difference in the test scores pre and post intervention. The results indicated that there was a significant difference between the two study groups. The intervention of math flexible small groups is an effective strategy to improve math achievement.
Author: Kim Schildkamp
Publisher: Springer Science & Business Media
ISBN: 9400748159
Category : Education
Languages : en
Pages : 221
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Book Description
In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
Author: Melinda K. Ensinger
Publisher:
ISBN:
Category : Educational films
Languages : en
Pages : 0
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Book Description
The work of teaching mathematics is ever-changing. Amidst changes in pedagogy, curricula, and standards, what is most important is the belief that students can achieve high levels of math. Mathematical attainment is related to positive math self-efficacy and the use of mathematical practices. This experimental design study aimed to analyze the effects of a six-week intervention on students’ math self-efficacy, practices, and achievement in grades four through six. The following research questions guided the study: RQ1. What effect does the intervention have on students’ math self-efficacy? RQ2. What effect does the intervention have on students’ math practices? RQ3. What effect does the intervention have on students’ math achievement? RQ4. What other student variables moderate the effects of the intervention (i.e., gender, grade level, teacher)? Study results indicated that students in the intervention group reported higher than average gains on the MSE and the SMP than the control group. However, the higher gains on these two measures were not statistically significant. Additionally, the control group’s average increase on the STAR math assessment was higher than the intervention groups but also not statistically significant. These findings provide a practical application for teachers to improve students’ math self-efficacy but suggest additional studies to expand the body of research and the potential benefits of such interventions to math education, teachers, and students alike.
Author: Charles Moore
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 154
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Book Description
Educators are seeking ways to improve student academic achievement in math and to increase math standardized test scores because of the requirements of the reauthorization of the Elementary and Secondary Education Act, known as the No Child Left Behind Act (NCLB), Individuals with Disabilities Education Act (IDEA), and Race to the Top initiative (RTTT). One such intervention in middle school is a direct-instruction math program. This causal-comparative study examined the relationship between a direct-instruction math intervention and math achievement on standardized test scores of at-risk middle school students. This study compared the differences in the mean scale scores for at-risk middle-school students who received a direct-instruction math intervention and at-risk middle school students who did not receive a direct-instruction math intervention on the math subtest of the 2012 Georgia Criterion Referenced Competency Test, while using the 2011 scores as a control variable to control for previous math ability using a one-way between-groups analysis of covariate (ANCOVA) statistical test. Further, this study compared the relationship, by gender, between a direct-instruction math intervention and math achievement on standardized test scores. The data from the study suggests that the direct-instruction mathematic intervention did result in the intervention group having a significantly higher mean scale score on the 2012 mathematic subtest of the Georgia CRCT than the control group for both genders.
Author: Anthony Chevell Johnson
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 156
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Book Description
This action research project examined the effects of an intervention program on student reading and math achievement. TCAP reading and math assessments and ThinkLink Learning reading and math assessments were used for the measures on student achievement. Student perceptions and attitudes were measured with a questionnaire and four open-ended questions. The study found a statistical difference on the experimental group's TCAP and ThinkLink achievement scores. This study was one academic school year. The results of the action research parallel the results found in the review of related literature. The experimental group did experience at least a year's growth as outlined by No Child Left Behind. However, the control group did out-perform the experimental group in regard to the assessments.
Author: Paul J. Riccomini
Publisher: Corwin Press
ISBN: 1412966353
Category : Education
Languages : en
Pages : 169
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Book Description
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
