Academic literature on the topic 'Math intervention'

<p> This study examined the effect of Math to Mastery and a randomized version of Math to Mastery at increasing digits correct per minute (DCPM) for three elementary-aged students. All three students received the standard and randomized version of the math fact fluency intervention, and progress was monitored using an adapted alternating treatments design. Data was collected and student progress was monitored to examine whether the randomized version of Math to Mastery would be just as or more effective than the standard version of Mast the Mastery. Results of the study indicated the standard version of Math to Mastery to be more effective than the randomized version for all three students at increasing digits correct per minute.</p><p>

Schools throughout the United States use the IQ-achievement discrepancy method to identify children with learning disabilities. This current method allows many students to fall behind in the regular education setting. In 2004, the Individuals with Disabilities Education Act was reauthorized to provide states with the option of using a response to intervention (RtI) model in lieu of or in conjunction with the IQ-achievement discrepancy model. The purpose of this quasi-experimental, single subject, pre/posttest design study was to determine the impact of a Tier II intervention using SuccesMakers Math, a learning system that adapts to the unique needs of the individual student, for students in Grade 5 who were identified as at risk for math failure. Ten students who met these inclusion criteria completed 4 weeks of intervention daily for 30 minutes using SuccessMakers Math. A paired t test was conducted using pre/post-test Star Math scores and revealed a significant increase in math scores for participants (t(9) = 4.690, p = .001) before and after the RtI model. This research could inform educational leaders' efforts to improve student skills in mathematics through an effective Tier II math intervention.

<p> For my graduate research presented in this dissertation, I employed cognitive development theory to evaluate key cognitive abilities that contribute to both typical and atypical mathematical learning in children and adolescence. I incorporated these findings into a novel play-based intervention for children at-risk for math learning disabilities (MLD). My dissertation work is represented in the following three papers.</p><p> In the first paper, I synthesized literature identifying the common cognitive precursors to math learning disabilities. I analyzed how core numerical processing weaknesses (e.g. number sense) in early childhood, restrict the developmental plasticity of mathematical learning. Furthermore, I identified how common weaknesses in other domain-general cognitive abilities (e.g. working memory and processing speed) serve to further exacerbate mathematical learning weaknesses in MLD. Taken together, these findings inform theoretically grounded approaches used to identify children with MLD, and identified promising approaches to early intervention.</p><p> In the second paper, I sought to characterize the cognitive factors that are most predictive of future math achievement in typically developing children and adolescents. I analyzed data from a longitudinal study of children between 6 and 21 years old who completed a battery of neuropsychological testing at 3 time points over the course of 5 years. I was specifically interested in the role of fluid reasoning (FR), or the ability to think logically to solve novel problems. Fluid reasoning has not been particularly well characterized in relation to math achievement. Structural equation modeling was employed to compare the relative contribution of spatial abilities, verbal reasoning, age, and FR in predicting future math achievement. This model accounted for nearly 90% of the variance in future math achievement. In this model, FR was the only significant predictor of future math achievement; age, vocabulary, and spatial skills were not significant predictors. The findings build on Cattell&rsquo;s conceptualization of FR as a scaffold for learning, showing that this domain-general ability supports the acquisition of rudimentary math skills as well as the ability to solve more complex mathematical problems. </p><p> In the third paper, I pilot-tested a novel game-play intervention for children at risk for math learning disabilities. The intervention involved playing numeracy and cognitive speed games four days per week for 14 weeks. A single-case-study design was employed to evaluate response to intervention in 3 first- and second-grade students. The intervention took place during an after-school program. All three students demonstrated a significant improvement in weekly arithmetic fluency and marginal improvements in processing speed. However, there was variability during baseline testing in arithmetic fluency scores, limiting causal inference. This study provides preliminary evidence to suggest that game-based interventions that train basic numeracy and processing speed skills, may serve as an effective preventative approach that builds on children&rsquo;s intrinsic motivation to engage in playful learning.</p><p>

Math achievement for U.S. high school students identified with math disabilities continues to fall below expected norms. Longitudinal national and state-level assessment data showed a flat or negative trend in math performance of students with disabilities, which may negatively affect their postsecondary outcomes. The purpose of this embedded mixed-methods study was to determine the impact of an extended time algebra course on increasing the math performance of freshman students with math disabilities. The conceptual framework included Vygotsky's sociocultural theory and zone of proximal development, Bloom's theory of master learning, and Carroll's theory of degree of learning. Data collection included archived test scores from the previous school year of 21 students and a survey administered to 4 current teachers of the Tier 2 course. Statistical analysis of the archived scores using an independent samples t-test measured the differences between the means test scores of students from the Extended Time course and the Special Education Algebra course. Additionally, the study used a paired samples t-test to measure pretest and posttest differences in math scores of students enrolled in the intervention course. Results from the t-tests along with coding of the qualitative data indicated that the Tier 2 intervention did not allow students to make statistically significant gains in math performance. Suggestions for improving the Tier 2 course were created based on study findings. The study is significant to high school educators inclusive of classroom teachers, school and district administrators, and curriculum developers because it examined an intervention used for students with disabilities who received educational support in the mainstream classroom. Results can inform best practices for meeting the needs of high school freshman and assist in the development of programming options that positively affect the academic achievement of students with disabilities. Implications for social change include improving math outcomes of students with disabilities as a means of increasing their success in postsecondary endeavors.

Closing the achievement gaps in mathematics and English language arts (ELA) is an ongoing challenge for most New York City Public school administrators. One New York school experiencing this problem implemented a broad intervention including (a) the Children First Intensive (CFI) program, which includes using data to inform instructional and organizational decision-making; (b) added baseline and post assessments; and (c) differentiated instruction including student conferences. The effects of the intervention had not been evaluated within the context of implementation. The purpose of this quantitative study was to evaluate the impact of the multifaceted learning gaps' intervention on 6th grade student achievement in math and ELA. The framework used in this study was the Halverson, Grigg, Prichett, and Thomas data-driven instructional systems model. The comparative study design used paired t tests to examine the change in math and ELA achievement scores on a group of 6th grade students (N = 26), before after the intervention. Results indicated significant increases in the test scores of the students, suggesting that students' learning gaps were closed using their assessment results and differentiated instruction within the comprehensive intervention. Results were used to create a professional development handbook on using a multifaceted data-based approach to improve student achievement. Positive social change might occur by providing the local site findings on the outcomes of their approach and additional training on using the approach, which may ultimately improve the academic performance of all students.