To see the other types of publications on this topic, follow the link: Math intervention.
Dissertations / Theses on the topic 'Math intervention'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Math intervention.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Pemberton, Haley. "Analyzing Math to Mastery through Randomization of Intervention Components." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807966.
Full textAbstract:
<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>
2
Calcut, Jennifer Lee. "Effects of SuccessMakers Math as an Intervention for Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/255.
Full textAbstract:
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.
3
Green, Chloe Teressa. "Cognitive Underpinnings of Math Learning and Early Play Based Intervention." Thesis, University of California, Berkeley, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10282013.
Full textAbstract:
<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’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’s intrinsic motivation to engage in playful learning.</p><p>
4
Mathews, Rachel Elizabeth. "USING A MATHEMATICS FLUENCY INTERVENTION AS A METHOD OF REDUCING MATHEMATICS ANXIETY IN FEMALE STUDENTS." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1377534259.
Full text
5
Whitten, Rena Johnette. "Impact of a Tier 2 Intervention on Freshman Students with Math Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4692.
Full textAbstract:
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.
6
Strachan, Olivean. "The Impact of a Multifaceted Intervention on student Math and ELA Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/333.
Full textAbstract:
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.
7
Sevey, Brittany Christine. "Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1302371469.
Full text
8
Luevano, Carla. "Culturally Appropriate Math Problem Solving Instruction for Students with Autism." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593266322853204.
Full text
9
Wilson, Ashley Eppler Marion. "Malleable View of Intelligence as Intervention for Stereotype Threat: Overcoming Math Underperformance in Women." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/2225.
Full text
10
Reynolds, Lauren Wargelin. "The Effect of the iPad Math Intervention Mathspace on High School Algebra Computation Skills." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531828859488563.
Full text
11
Mbwiri, Francis I. "Remedial Math Instruction Intervention| Efficacy of Constructivist Practices on Alternative Students with Disabilities Mathematics Achievement." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254864.
Full textAbstract:
<p> Many students with disabilities attending alternative high schools are not improving their mathematics ability scores. Failure to improve their mathematics ability scores has hampered their potential academic success and career prospects, resulting in many students dropping out of schools without graduating. The purpose of this quantitative study was to evaluate the effect of a 10 week of constructivist and traditional instruction and investigate a possible causal relationship between experimental and control groups pretest and posttest mathematics ability score. The study adopted a quasi-experimental non-equivalent control group design, using within-subjects and between-subject two-way factorial repeated measures ANOVA in SPSS software for data analysis. The participants for the study were 70 students with disabilities attending an urban alternative high school situated in Mideast United States. The results showed students’ mathematics ability mean scores; with the control (M = 30.36, SE 2.69) and the experimental (M = 34.14, SE 2.69) groups respectively for the participants receiving the 10-week intervention, F (1, 68) = 4.37, p < .05. The Wilk Lambda post hoc test revealed that students’ scores were significant p < .05, meaning scores were different for both pretest and posttest. This key finding shows that the constructivist approach did not produce more achievement growth in student’s math score ability than did the traditional approach. Further, it can be concluded that the constructivist approach was not superior to the traditional approach. It is also recommended that educators should not implement constructivist approach for students with disabilities without further studies to ascertain that the approach is superior.</p>
12
DeSantis, Whitney. "Evaluation of a Goal Setting Intervention with Grades 3-5 Military Dependent Students Targeting Math Proficiency." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2479.
Full textAbstract:
As military dependent students relocate, they enroll in multiple schools throughout their K-12 experience. Frequent mobility can create gaps in achievement. The challenge in the local setting is meeting the needs of military dependent students scoring below grade level standards in math. The purpose of the formative evaluation was to determine the effectiveness of the Personalized Education Plan (PEP) program and propose refinements. The conceptual framework included goal setting, motivation, engagement, and self-regulation. The concurrent multi-methods study included a central research question on whether a PEP increased student math scores. Questions about student motivation, engagement, self-regulation, and goal setting followed. Eighteen out of 30 teachers from 2 schools completed an online questionnaire about the PEP program and impact on students. Measures of Academic Performance (MAP) math scores were collected on all students. Quantitative data analysis included a paired samples t test which showed a statistically significant (p <.001) increase between math scores before and after implementation of the PEP. An independent samples t test showed military dependent student scores were slightly higher than for nonmilitary students, but not statistically significant (p > .05). Qualitative analysis of teacher questionnaire data revealed themes in student motivation, engagement, and self-regulation. Evaluation results recommended the district change the PEP program to support continued implementation. The findings contribute to social change by providing critical information that may assist other districts in creating effective goal setting programs for military dependent students.
13
Reece, Virginia Elizabeth. "Using performance feedback to increase preservice teachers' effective practices teaching elementary students in small math intervention groups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419161&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 178-185). Also available for download via the World Wide Web; free to University of Oregon users.
14
Marsicano, Richard T. M. A. "Increasing Math Milieu Teaching During Non-Instructional Time via a Graphical Feedback Support Continuum." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396531890.
Full text
15
Bunger, Carrie Elizabeth. "The Degree of Effectiveness of CAI with Sixth Grade Students Found to be at the Frustrational Level in Multiplication and Division Computation." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273521272.
Full text
16
Gleichauf, Laura Kelley. "The effects of an after-school intervention program on the reading and math proficiency scores of sixth graders." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=630.
Full text
17
Miller, Marylyn. "The utility of immediate and delayed feedback within the Math to Mastery Intervention Package in a school setting." Thesis, Mississippi State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665492.
Full textAbstract:
<p> The purpose of this study was to use a single subject research design to examine the effects of immediate feedback and delayed feedback within the Math to Mastery Intervention Package. The participants were 6 elementary school students who were performing approximately 1 year below grade level in math. A combined simple phase change design was used for the study. 3 of the students experienced the design in the A/B/A/C order, while the other 3 students experienced the design in a reversed order for B and C. During this study, 'A' represented the baseline phase and the return to baseline phase, 'B' represented the immediate feedback intervention phase, and 'C' represented the delayed feedback intervention phase. Each feedback phase was implemented separately for up to 4 weeks for each student. The final phase of intervention for each student included use of the most effective intervention condition after the student was exposed to both intervention feedback conditions. 2 weeks after the best intervention, follow-ups were conducted to determine if the students were able to maintain the skills that they were taught during the intervention. Results revealed that both intervention conditions were successful for addressing deficits in math academic performance. Improvement was seen for all 6 students with increases in digits correct per minute on single skill math worksheets, single skill math progress worksheets, and multiple skill math progress worksheets. Implications for school leadership within school settings are provided.</p>
18
Mong, Michael. "EVALUATION OF THE EFFECTS OF THE MATH TO MASTERY INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL STUDENTS IN A SCHOOL SETTING." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07032008-165320/.
Full textAbstract:
The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package in a school setting. The participants in this study were elementary school students who were performing at least one year below grade level in math. A between-series multiple baseline design across participants was used to evaluate the effects of the Math to Mastery intervention. Results revealed that the multi-component intervention was successful in addressing the students academic skill deficits on single skill intervention probes. Improvement was also observed on multiple skill grade level, generalization probes. However, the impact was not as strong on these probes as for single skill probes. Implications for implementation in applied settings and future research are provided.
19
Perkins, Allison L. "EXAMINING THE EFFECTS OF A FRACTION INTERVENTION ON SIXTH GRADESTUDENTS RATIONAL NUMBER SENSE." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1495632664241827.
Full text
20
Listerman, Kelsey E. "Examining the Impact of Play on the Multiplication Fluency of Third Graders." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552668939543415.
Full text
21
Hoda, Nicholas E. "EVALUATION OF THE EFFECTS OF A CURRICULUM-BASED MATH INTERVENTION PACKAGE WITH ELEMENTARY SCHOOL-AGE STUDENTS IN A SUMMER ACADEMIC CLINIC." MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07312006-143107/.
Full textAbstract:
The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package versus the effects of immediate corrective feedback with elementary school students who were performing at least one year below grade level in mathematics. Students were participants in a one-month summer academic clinic for remediation of reading, writing, and mathematics deficits held at a university in the southeastern United States. A combined-series multiple baseline design across participants was used to evaluate the effects of both interventions for gains in fluency as measured by digits correct per minute on one minute curriculum-based measurement probes. Implications for implementation in applied settings and future research are provided.
22
Nelson, Ariadne E. "“ It’s almost like you’re learning through cooking”: A Conversation Analytic Study of Parent-Child Number Talk during an Early Math Intervention." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109193.
Full textAbstract:
Thesis advisor: Eric Dearing<br>Research has shown that parents’ number talk predicts preschoolers’ concurrent and prospective math skills; yet, there is considerable heterogeneity in parents’ use of number talk (e.g., Ramani et al., 2015). Given this, researchers are developing resources and interventions designed to encourage family numeracy (e.g., Hanner et al., 2019). Interventions, however, are based on a limited understanding of how families engage in numeracy conversations, particularly when parents are working to teach their children. Developmental researchers tend to operationalize parent talk as discrete, decontextualized instances of environmental input. In contrast, scholars using Conversation Analysis (CA) argue that understanding interactional phenomenon requires attention to how it is collaboratively and incrementally constructed through turn-taking sequences and how it allows interlocutors to accomplish social actions across stretches of interaction (e.g., Schegloff, 2007). The current study used CA to examine parent-preschooler conversations about numeracy during a home-based math intervention for which parents and children cooked together. The 30 parents—primarily middle-class, college educated parents of color— and their 3- to 5-year-old children received a cookbook with domain-general learning tips and 15 recipes. Families in the treatment condition received additional numeracy tips, some specific to the recipes provided and some broadly applicable to any recipe. Families were asked to audio record themselves cooking twice a month for three months. Results indicated that exchanges in which numeracy pedagogy was irrelevant (i.e., low-relevance pedagogy) for completing the recipe were qualitatively different from exchanges in which numeracy pedagogy facilitated children’s participation in cooking tasks (i.e., high-relevance pedagogy). While low-relevance pedagogy engaged children in rehearsing their numeracy skills, high-relevance pedagogy invited children to use their numeracy knowledge to plan and implement recipe tasks. Counting occurred primarily within low-relevance pedagogy, meaning parents’ prompts to count were disconnected from cooking. The recipes, ingredients, and cooking tools families selected shaped the affordances for numeracy pedagogy. This dissertation has implications for improving early learning interventions<br>Thesis (PhD) — Boston College, 2021<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental and Educational Psychology
23
Eastburn, Julie Ann. "THE EFFECTS OF A CONCRETE, REPRESENTATIONAL, ABSTRACT (CRA) INSTRUCTIONAL MODEL ON TIER 2 FIRST-GRADE MATH STUDENTS IN A RESPONSE TO INTERVENTION MODEL: EDUCATIONAL IMPLICATIONS FOR NUMBER SENSE AND COMPUTATIONAL FLUENCY." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/77427.
Full textAbstract:
CITE/Mathematics and Science Education<br>Ed.D.<br>This study was designed to evaluate the effects of a Concrete Representational Abstract (CRA) instructional model on Tier 2 first-grade mathematics students in a Response to Intervention model. Twelve students were instructed three times a week using the Expeditions to Numeracy program. The Test of Early Mathematics Ability-3rd edition results overwhelmingly indicated dramatic student growth. A t-test, which included all twelve students in the study, was found to be statistically significant (t=5.79, p<.01). The effects of a CRA instructional model on students' computational fluency were measured through the use of the curriculum based assessments given weekly to all first-grade students. Only those students who had not yet met the first-grade benchmark were included in the analysis of growth over time. All intervention students showed significant growth on their CBM scores throughout the study, exceeding the recommended weekly growth of 0.35. Two-thirds of the students exceed the recommended growth by two or more points. A single-subject analysis of the CBM data all indicated the strong student growth. The analyses of the student growth on the CBMs, as well as the variables that affect this change, were also analyzed using Growth Curve Modeling. The final model of analysis indicated the treatment group's slope was statistically significantly greater than the slope for other members of the study, including those students progressing at a typical first-grade level and therefore not eligible for services. These results indicate a statistically significant affect of a CRA instructional model when used with Tier 2 students in a Response to Intervention Model on students' computational fluency and mathematical achievement.<br>Temple University--Theses
24
Benthall, Shakeerah A. "Is Study Island just a craze? A comparison of student achievement test scores in math before and after a technology-integrated intervention." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721702.
Full textAbstract:
<p> The Study Island computer program is one of many highly used instructional programs in school districts nationwide; however, there is little independent research available that provides information about its impact on student achievement performance. This study used a descriptive comparative research design to compare the mean gain scores of the semester that students received math instruction with Study Island to mean gain scores of the semester that students did not receive math instruction with the program to determine if a significant difference exists between the two semesters. The test scores from a sample of 124 ninth-grade math students from an economically disadvantaged suburban school district in a southeastern state were used. The results concluded that the mean gain scores from pretest to posttest of the semester that students used the Study Island program were significantly higher than that of the semester that students did not use the program.</p>
25
Sessoms, Carolyn Jones. "Teachers' Perspectives: Face-to-Face and Computer-Based Instruction in Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2886.
Full textAbstract:
Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Constructivism, social disability theory, and Bandura's social learning theory formed the study's theoretical framework. Research questions guiding the study focused on teachers' perceptions of the advantages and challenges of traditional face-to-face instruction versus TenMarks when educating differently abled students. Data were collected through one-on-one interviews and member checking using a purposeful sample with six high school mathematic teachers. Thematic data analysis followed an open coding process to identify emergent themes. The findings showed that teachers perceived advantages and challenges with both instructional models. Further, teachers believed combining the two approaches would be most beneficial as the strengths and weaknesses of the two approaches are complementary, which correlates with disability's social and critical models. This study contributes to positive social change through school administrators and teachers in guiding school policies and practices related to differentiated-instruction approaches in classrooms that include differently abled students.
26
DeBruler, Amy L. "The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7507.
Full textAbstract:
College students who are from low income families, have disabilities, or are the first in their family to attend college are more likely to struggle socially and academically in a college setting. Promoting college graduation within these disadvantaged populations is critical for increased life wellness. Previous researchers studied to see if when students wrote about their personal beliefs if it would lead to higher levels of academic confidence and better academic performance (as measured by grades). This study expanded upon those previous studies to look specifically at whether a values-affirming writing intervention provided to at risk students in a federally funded college opportunity program would affect academic confidence, semester math grades, and overall semester academic performance (as measured by GPA). While there was no impact on semester math grades or overall semester academic performance, the values-affirming writing intervention did benefit students’ academic confidence. This study suggests more research on writing about personal beliefs within a federally funded college opportunity program may be beneficial in identifying methods of improving retention rates and college degree attainment for certain populations of at-risk students. A values-affirming intervention for at-risk students may be one protective factor universities can implement to help these students succeed.
27
Lindskog, Åsa. "Varför vänta, när matematiksvårigheter kan förebyggas i förskoleklass?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28985.
Full textAbstract:
To have a basic number sense is important for mathematical understanding. Interventions in preschool class has shown significant positive effects on student’s mathematical development throughout elementary school. The purpose of this study was to find out the effects of individually designed intensive training on some preschool students with inadequate number sense. The intention was also to demonstrate how the intenvention could be designed as a preventive measure according to the reading, writing, counting guarantee introduced in Swedish school law on July 1st, 2019. The FoNS framework's eight categories, which together constitute basic number sense, has been used as theory and action research was chosen as a method to gain further knowledge of one's own practice and how to further develope it. A quantitative approach in form of a single case design with comparative figures has been used. The study also has a qualitative approach, by analysing the figures qualitatively, and putting them in context. The result showed that a structured, individual intervention can develop significant effects of the number sense. Six preschool students, at the age of six, who in surveys showed shortcomings in the basic number sense received intensive education for five weeks, three times a week, in pair. The study showed that short, intensive interventions can have a good effect if they are individually tailored, structured, well-planned and performed with few students at a time. Four of the survey group's six participants made a marked increase in results from pre- to post-test. Two pupils will need further efforts to achieve an age-appropriate number sense. The study shows that early intensive tuition in mathematics can be a preventive way of working for the special need teacher to prevent math difficulties.
28
Abdulaziz, Noor Amal Saud. "Evaluation of Texas Home Instruction for Parents of Preschool Youngsters Program on Reading and Math Achievement for Grades K to 8." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538753/.
Full textAbstract:
This study was intended to evaluate the impact of socioeconomically disadvantaged children's participation in the Texas Home Instruction for Parents of Preschool Youngsters (TX HIPPY) Program on their school readiness and academic achievement. The study used a quasi-experimental design and applied full and optimal propensity score matching (PSM) to address the evaluation concern of the impact of the TX HIPPY program on HIPPY participants' academic achievement compared to non-HIPPY participants. This evaluation targeted former HIPPY participants and tracked them in the Dallas ISD database through Grade Levels K-8. Data were obtained by administering Istation's Indicators of Progress (ISIP) for kindergarten, TerraNova/SUPERA for Grades K-2, and State of Texas Assessments of Academic Readiness for math and reading (STAAR) for Grades 3-8. HIPPY and non-HIPPY groups were matched using propensity score analysis procedures. The evaluation findings show that the TX HIPPY program positively influences kindergarten students to start school ready to learn. The findings of math and reading achievements suggest that HIPPY children scored at the same level or higher than non-HIPPY children did on math and reading achievement, indicating that TX HIPPY program has achieved its goal of helping children maintain long-term academic success. However, the evaluation findings also indicated that the impact evaluation framework must be designed with attention to higher-level factors beyond academic achievement that influence children's academic success.
29
Davis, Christen R. "The Effect of a Computerized, Cognitive Intervention on the Working Memory and Mathematical Skill Performance of Inner-City Children." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1332879127.
Full text
30
Rahschulte, Rebecca L. "An Examination of the Effectiveness and Efficiency of Detect, Practice, and Repair versus Traditional Cover, Copy, and Compare Procedures| A Component Analysis." Thesis, University of Cincinnati, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622119.
Full textAbstract:
<p> This study compared the effects of the Detect, Practice, and Repair (DPR) intervention package versus traditional Cover, Copy, and Compare (CCC) procedures in increasing multiplication math fact accuracy and fluency using an alternating treatments design with a modified control condition. Interventions were administered one-on-one across 4 fourth grade students. Three mutually exclusive multiplication sets were used with one set being assigned to each condition. Effectiveness was assessed through traditional curriculum-based measurement (CBM) procedures and through flashcard card procedures to measure accuracy. In addition, the efficiency of each intervention (i.e., amount of learning per instructional minute) was calculated. Maintenance data were collected to determine if newly learned math facts would be better maintained when taught with the DPR intervention or with the traditional CCC intervention procedures. Social validity data were collected with teachers and students to determine whether one intervention was preferred over another. Although DPR has been examined in five published research studies, it has never been examined through a one-on-one implementation or in a study directly comparing its effectiveness, efficiency, maintenance, and social validity against another intervention. In addition, this study serves as a component analysis since CCC is one component of the DPR package. </p>
31
Brooks, Dominique LaShawn. "Underrepresented minorities and social cognitive career theory: an investigation of the effectiveness of increasing math and science interest and self-efficacy in the context of a healthcare career intervention with rural Latino and White-identified middle school students." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4583.
Full textAbstract:
Currently, there exists a cultural/racial disparity in the quality of healthcare and subsequent health outcomes (Sullivan, 2004; Arora, Schneider, Thal, & Meltzer, 2011). This has been linked to lack of ethnic minority representation within the field of healthcare (Cohen, Gabriel, & Terrell, 2002; Freeman, Ferrer, & Greiner, 2007). In response, there has been a national effort to intervene at various levels of education to address disparities in healthcare career-related knowledge and abilities. According to Social Cognitive Career Theory (SCCT), the prevalence of math and science within healthcare careers will decrease interest in this field for those lacking confidence and/or abilities in the aforementioned areas. The current manuscript describes and evaluates the impact of increasing the math and science-related content of a healthcare career intervention, Project HOPE (Health Opportunities Preparation and Exploration) (Ali, 2013), on math /science self-efficacy and interest and healthcare career interest. Results from measures presented both pre- and post-intervention were analyzed using the repeated measures design for 2 MANOVAs and 1 ANOVA. Based on these analyses, participants demonstrated a significant increase in math/science interest and self-efficacy. These results are discussed in the final section, in addition to limitations and implications for SCCT and healthcare career interventions.
32
Valdovinos, Ivonne. "Validating tier 2 math interventions for dual-immersion populations." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141517.
Full textAbstract:
<p> Mathematics performance of students in the United States is concerning. When compared to global peers, students in the United States perform at the lower range in areas of mathematics. Even after controlling for variables such as ethnicity, parent educational attainment, and socio-economic status, students in the United States continue to struggle in mathematics. One area that facilitates learning complex mathematics skills is computational fluency. The Mathematics Advisory Panel Report and the Common Core State Standards in Mathematics recommend that students have daily practice to build computational fluency skills. Evidence based interventions that target computational fluency includes incremental rehearsal, cover copy compare, and performance reward. The interventions were implemented with three students who attended a dual language immersion program and analyzed through single-case research design. The results found the interventions effective for two of the three students. Using these interventions as a package can have beneficial results in the computational fluency of students in dual-immersion programs.</p>
33
Lima, Mariana de Avelar Galvino [UNESP]. "As potencialidades didáticas do Laboratório de ensino de Matemática para a Álgebra escolar." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/152770.
Full textAbstract:
Submitted by MARIANA DE AVELAR GALVINO LIMA null (marianagalvino@hotmail.com) on 2018-02-20T12:35:40Z
No. of bitstreams: 1
dissertação.pdf: 3429530 bytes, checksum: 08ea04bbed62f3ef05e2b15f151144d0 (MD5)<br>Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-02-20T13:56:23Z (GMT) No. of bitstreams: 1
lima_mag_me_rcla.pdf: 3177317 bytes, checksum: ef245c18ecc68d1f5e40173ca320aec4 (MD5)<br>Made available in DSpace on 2018-02-20T13:56:23Z (GMT). No. of bitstreams: 1
lima_mag_me_rcla.pdf: 3177317 bytes, checksum: ef245c18ecc68d1f5e40173ca320aec4 (MD5)
Previous issue date: 2018-01-30<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>O presente trabalho constitui-se em um estudo das potencialidades didático-pedagógicas do Laboratório de Ensino de Matemática (LEM), na visão de professores, como auxiliar na superação de dificuldades dos alunos do Ensino Médio, diante dos conceitos e dos procedimentos da Álgebra, em especial ao uso da linguagem simbólica. Em um primeiro momento, discorre-se sobre a diversidade de “conceitos” atribuídos ao termo Álgebra e sobre ideias envolvidas no termo LEM. Analisam-se dois documentos curriculares, levando-se em conta conceitos, procedimentos e conteúdos algébricos, sob o enfoque da linguagem simbólica. Elucidam-se alguns problemas enfrentados pelos alunos, ressaltando-se a questão problemática em torno da linguagem simbólica. A fim de ilustrar tal situação, apresentam-se relatos de professores, nos quais argumentam sobre a importância da Álgebra e comentam sobre dificuldades encontradas pelos alunos. Em etapa posterior, atingindo-se a proposta da pesquisa, seleciona-se – como fonte para análise de propostas de intervenção que contemplem a metodologia do LEM e os conteúdos algébricos do Ensino Médio – o XI Encontro Nacional de Educação Matemática, com o tema “Educação Matemática: Retrospectivas e Perspectivas”. Examinou-se uma amostra de trabalhos obtida junto ao site do evento, composta por duas modalidades de pesquisas: Comunicações Científicas e Relatos de Experiência. A pesquisa enquadra-se na abordagem qualitativa, sendo, portanto, de natureza bibliográfica. A seleção e análise da amostra permitiram a identificação de uma variedade de questões concernentes ao trabalho com atividades laboratoriais e a Álgebra do Ensino Médio, tais como: o baixo número de estudos encontrados; a falta de diversificação quanto à contemplação dos conteúdos algébricos, centrando-se no tema Funções; estudos com desenvolvimentos repetitivos, alguns deles apresentando, superficialmente, o conteúdo abordado; falta de vinculação entre o uso de materiais concretos e jogos e os conteúdos abordados, dentre outros. Apesar disso, a análise dos dados confirma que há aproximação entre LEM e Álgebra, permitindo que se argumente a favor do LEM que: (i) as atividades laboratoriais encontradas favorecem o domínio da linguagem simbólica, pois incentivam o registro em linguagem verbal, estimulam a generalização verbal como ponto de partida para a generalização simbólica e proporcionam a abstração por meio de atividades experimentais ou a abstração por meio da observação; (ii) as tendências em Educação Matemática envolvidas nas atividades, por exemplo, a Modelagem Matemática e a Resolução de Problemas, assim como recursos concretos e softwares matemáticos, promovem situações em que a notação usada aproxima-se da notação formal da Matemática; (iii) o LEM contribui para a superação de dificuldades em Álgebra do Ensino Médio, oportunizando o enfrentamento de deficiências de níveis escolares anteriores. Em geral, o presente trabalho indica dois pontos centrais de importância para a Educação Matemática: o reconhecimento da ligação entre o LEM e a Álgebra, especialmente a presença de linguagem algébrica em atividades laboratoriais, e o fato de tais atividades não serem devidamente reconhecidas pelos professores no que concerne ao caso da Álgebra do Ensino Médio, inferindo-se a necessidade de ampliação da participação de professores de Matemática da Educação Básica na criação de propostas de ensino no campo da Álgebra.<br>This present paper comprehends a study on the didactic and pedagogical potentialities of the Math Teaching Lab (LEM) as seen by teachers, as an aid for high school students to overcome their difficulties in the face of the concepts and processes in Algebra, especially concerning the use of symbolic language. To begin with, the diversity of “concepts” attributed to the term Algebra and the ideas around the term LEM are discussed. Two curricular documents are analyzed, taking into consideration algebraic concepts, processes and contents, under the focus of symbolic language. Some of the problems faced by students are elucidated, pinpointing the problematic matter around symbolic language. Aiming at illustrating such situations, reports by teachers are presented, in which they discuss the importance of Algebra and comment on the difficulties found by their students. At a following stage, upon fulfilling the research proposal, the XI Encontro Nacional de Educação Matemática (11th National Mathematical Education Conference) – with the theme “Mathematical Education: Retrospects and Prospects” – is chosen as a source of analysis of intervention proposals which observe LEM methodology and high school algebraic contents. A sample of works obtained from the website of the event, composed of two research categories: Science Communications and Experience Reports, was examined. The research fits a qualitative approach, therefore, it is of a bibliographic nature. The sample selection and analysis allowed the identification of a variety of questions concerning the work with lab activities and high school Algebra, such as: the small number of studies found; the lack of diversification in terms of comprehending algebraic contents, focusing on the Functions subject; studies with repetitive development, some of them presenting the discussed content superficially; the lack of linkage between the use of concrete material and games and the discussed content, among others. In spite of that, the data analysis confirms that there is an approach between LEM and Algebra, allowing arguing in favor of LEM that: (i) the lab activities found promote the dominance of symbolic language, for they motivate the record in verbal language, promote verbal generalization as a starting point to symbolic generalization and they provide abstraction by means of experimental activities or abstraction by means of observation; (ii) the tendencies in Mathematical Education involved in the activities, for example, Mathematical Modeling and Problem Solving, as well as concrete resources and mathematical software, promote situations in which the notation used is close to formal mathematical notation; (iii) LEM contributes to overcome difficulties in high school Algebra, providing the tackling of deficiencies of previous schooling stages. Overall, the present work indicates two important main points for Mathematical Education: the acknowledgement of a linkage between LEM and Algebra, especially the presence of algebraic language in lab activities, and the fact that these activities are not properly recognized by teachers, concerning Algebra in high school, what infers the need to increase the participation of elementary school Mathematics teachers in the creation of teaching proposals in the field of Algebra.
34
Sreckovic, Vladimir. "Ability Grouping Interventions and Math Performance Among Inner-City School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1466.
Full textAbstract:
In the city selected for this study, only 29% of inner-city students scored proficiently on standardized tests, whereas 71% of their peers at nearby suburban and affluent schools achieved the proficiency level. To address the gap, the local district implemented ability grouping in one charter school. The purpose of this ex post facto quasi-experimental study was to examine the effect of ability grouping among inner-city students in mathematics as an instructional intervention for improving student achievement. Ability grouping theory as an instructional strategy was used as the theoretical framework for this study. The criterion measure of mathematics improvement was provided by the test results from the Northwest Evaluation Association's Measure of Academic Progress (NWEA-MAP), a computer-adaptive assessment of mathematics. Using population data for 2012-2014 inner-city 8th graders who took the pretest and posttest NWEA-MAP (N = 234), two 1-way analyses of variances were used to test for mean differences in the NWEA-MAP improvement scores between ability-grouped (n = 115) and non-ability-grouped (n = 115) students, then specifically between students who were grouped as high ability (n = 55) and low ability (n = 55). The ability-grouped students had significantly higher improvement scores than did the nongrouped students. For those students who were ability grouped, no statistically significant difference existed in improvement between the high and low ability groups. A position paper was developed recommending student grouping to improve academic performance of inner-city school students. Positive social change will occur as the achievement gap is closed for students who attend inner-city schools.
35
Jones, Nicole P. "Teachers' Theories of Teaching and Learning and the Use of Math Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3788.
Full textAbstract:
Despite the academic gap between students with learning disabilities (LD) and their nondisabled peers, schools continue to educate students with LD in regular education classrooms. In secondary math classes, such as Algebra 1, students with LD have high percentages of failure. The purpose of this cross-sectional study was to examine the relationship between teachers' personal theories of teaching and learning and their use of math interventions. Fox's (1983) theoretical framework of teaching and learning was used as a conceptual lens. Surveys were administered to 20 high school math teachers in an urban Northeastern U.S. school district. An ordinal logistic regression statistical test was used to analyze relationships between teachers' personal theories of teaching and learning and their use of math interventions, years of experience, gender, ethnicity, and age. A statistically significant relationship was found between teachers' years of experience and their use of math interventions, p = .031. Teachers with 6 or more years of teaching experience self-reported using math interventions more frequently than did teachers with 5 or fewer years of teaching experience. Recommendations for future research include examining why teachers with more years of teaching self-reported using math interventions more than did less experienced teachers and the impact, if any, of the use of math interventions on students with LD's academic performance in Algebra 1. This study can lead to positive social change by providing college and university secondary math candidates with training on how to use math intervention to teach algebra to students with LD.
36
Hardy, Madeline Rose. "Interventions and Supports to Ameliorate Math Anxiety in K-12 Schools: A Meta-Analysis of Experimental Group Design Research." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8757.
Full textAbstract:
"Math anxiety is commonly defined as a feeling of tension, apprehension, or fear that interferes with math performance" (Ashcraft, 2002, p. 181). Symptoms of math anxiety are reported by 33% of students by the time they reach the age of 15, possibly contributing to this workforce dilemma (Organisation for Economic Co-operation and Development, 2013). Many models and perspectives of math anxiety have been established including conceptualizing math anxiety as a function of working memory deficits, sociocultural conditioning, lack of reappraisal, and anxiety as a precursor to escape-maintained behavior. Math anxiety is more common in individuals with certain disabilities, such as developmental dyscalculia and deaf and hard of hearing. Hembree (1990) conducted a meta-analysis of research evaluating intervention effects on math anxiety and its moderators. They reported that cognitive-behavioral interventions were most effective at reducing math anxiety. While definitions of, models examining, and causes and co-occurrences of math anxiety are well examined in current literature, Hembree's (1990) meta- analysis remains the only such investigation for the past 30 years. The purpose of the present study is to conduct an updated meta-analysis based on previous research (Hembree, 1990) but focused on interventions in K-12 school settings. We identified 11 articles between the years of 1990-2020 that met our inclusion criteria. From those articles, we calculated an omnibus effect size, tested homogeneity, evaluated publication bias, explored moderating variables, and assessed methodological rigor. Our Q statistic indicated homogeneity; however, the forest plot and I2 indicated a small amount of heterogeneity. The asymmetric shape of the funnel plot may be indicative of publication bias. The omnibus effect size was g = 0.316. The results of our moderator analysis indicated that math anxiety interventions produce the best results when conducted in targeted small groups. Additionally, three studies were considered methodologically sound. Our findings support the use of school-based interventions to reduce math anxiety, especially when those interventions are implemented as a targeted, small group intervention.
37
Cooper, S. J. "An exploratory evaluation of a paired maths intervention with secondary aged pupils." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/36296/.
Full textAbstract:
This study presents an exploratory evaluation of a seven week cross-age peer-tutoring mathematics intervention, Paired Maths (based on Topping, Kearney, McGee and Pugh, 2004), as delivered in a UK secondary school. The impact of Paired Maths on the mathematics attainment of tutees, and the self-esteem of both tutees and tutors is evaluated. Paired Maths involves pairs of students, one student in the role of a tutor and one in the role of a tutee, completing mathematics activities together. Tutors are trained to follow a structured process to scaffold their tutee's learning during the activities. Although existing theory and literature suggests that a cross-age, peer-tutoring intervention around mathematics could have a positive impact, no research has experimentally evaluated Paired Maths in the UK secondary school to date. A total of 78 participants, aged 12-15 years, from three secondary schools situated in a small city in England took part. A Randomised Control Trial was used to consider the impact for Year 8 participants in the role of the Tutee. This compared children randomly assigned to either a Paired Maths (Experimental) Group, a Teaching Assistant Led Comparison Group or a Waitlist Control Group. Results showed no statistically significant differences between groups in mathematics attainment or self-esteem. Within the same exploratory evaluation, a Randomised Control Trial was also employed to consider the impact for the Year 10 students in the role of the tutor. This compared children randomly assigned to either the Paired Maths (Experimental) group or a Waitlist Control Group. Although Waitlist Control participants saw a statistically significant decrease on measures of Maths self-concept over time, results showed no other statistically significant differences between groups in self-esteem. Overall, Paired Maths was not considered to have had a positive impact on mathematics attainment for children in the role of the tutee, or on the self-esteem of children either in the role of tutee or tutor. These findings are considered in relation to the literature and methodology adopted, with a number of possible explanations presented. Possible avenues for future research are proposed (within and also beyond the post-positivist paradigm) with the key conclusion that further exploration is needed around what may support the successful implementation of a Paired Maths programme with secondary aged Pupils. Key limitations of the research relate to the measurement of the dependent variables and treatment fidelity.
38
Denison, Aaron John. "Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1485.
Full textAbstract:
The purpose of this study was to examine the utility of a brief assessment for the selection of an effective instruction to increase fluency performance on computation math problems. Participants were four general education third-grade students who performed below the median score on a classwide administered multiple math skills probe. Students first participated in a brief assessment within a mini-withdrawal design to compare the relative effects of a contingent reward (CR) condition to a baseline condition on math fluency performance using a multiple skills probe. All four students increased performance when given an opportunity to earn an incentive for meeting a performance goal. Increased performance indicated a performance deficit to explain low math performance and that the students would positively respond to a contingent reward intervention on single math skills. To validate this hypothesis, the effects of baseline, CR, and instruction plus CR on fluency performance over time was assessed using a multiple baseline design across three single target skills for each student. Of the 12 skills assessed, results from the extended analysis demonstrated that the CR was effective on one skill, instruction plus CR was effective on five skills, and performance improved during baseline on six skills. Post results showed improved performance on the multiple probe for all students but performance was retained over 2 to 4 weeks on 5 of the 12 skills mastered during the study. Discussion focuses on considerations of the utility of a brief assessment approach in the application decision making and for future research
39
Tyndale-Biscoe, Jane. "Young pupils experiencing difficulty with maths : an exploration of their perceptions of maths and an evaluation of the impact of a key stage one maths intervention." Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550451.
Full textAbstract:
This mixed methods research involved an original exploration of the views of a small group of children in years one and two, regarding their perceptions of maths and themselves as mathematicians. The views of their teachers were also gathered for additional information. Of particular interest was an evaluation of the effects of a Key Stage One maths intervention, devised by an Educational Psychology Service (EPS), on the pupils' views and their approach to maths. The research was approached from a pragmatic epistemological position which allowed for the flexibility of using a combination of both qualitative and quantitative methods. Social Cognitive theory provided a relevant theoretical background for the research. Within this, the concept of self-efficacy (Bandura, 1977,1986) provides a useful framework to aid understanding of the factors which affect learning. Previous research has shown that self-efficacy influences academic motivation, learning, and achievement (e. g. Bandura, 1997). The main emphasis was on the qualitative aspect of the research. This involved the use of semi-structured interviews with the pupils and their teachers which were undertaken before and after the pupils had been involved in the maths intervention group. The data derived from these interviews was then analysed using thematic analysis, following the recommendations specified by Braun and Clarke (2006). Quantitative scaling questions about their views of maths were also carried out with the pupils, before and after they had taken part in the maths intervention. Additional visual resources were provided to facilitate the pupils' responses. Findings from the thematic analysis of the qualitative data indicated that following the intervention, the pupils' perceptions of maths and themselves as mathematicians were more positive. Teachers also perceived an increase in the pupils' confidence and understanding of basic maths skills after the intervention. Statistical analysis of the quantitative data using a Wilcoxon test, revealed a statistical significance in changes between pre and post intervention responses. The limitations and further implications for the research regarding EP practice and the importance of pupils' perceptions for learning in maths are considered.
40
Chase, Justin Paul. "From STEM to stern: a review and test of stereotype threat interventions on women's math performance and motivation." Thesis, Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/chase/ChaseJ0512.pdf.
Full textAbstract:
How do interventions vary in their ability to attenuate women's performance and motivational detriments in science and math triggered by gender related stereotype threat? This project was designed to review the interventions which have been empirically demonstrated to reduce stereotype threat, and then to test the relative effectiveness of these interventions on college women's math performance and motivation. In the phase one, a literature review was conducted to identify interventions which successfully reduced stereotype threat toward women in science, technology, engineering, and mathematics (STEM). Interventions were then categorized into five types based on their common theoretical framework. Phase two was designed to experimentally test the relative effectiveness of the five types of interventions compared to women who did not receive any intervention and men. Although all interventions enhanced women's attitudes toward STEM (all ps < .05), results showed that value affirmation (a writing activity that focuses on self-values important to the target) was the only intervention to significantly improve both performance and motivation of women under stereotype threat. Implications for stereotype threat interventions and the manner in which they impact STEM test performance and motivation are discussed.
41
Armstrong, Nancy M. "Investigation of self-monitoring interventions on independent performance of math worksheets by children with attention-deficit hyperactivity disorder." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1412932437.
Full text
42
Khoury, Gholam Ghada. "Strategies and errors in secondary mathematics : raising pupils' levels of thinking in geometry (measurement) through intervention." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300590.
Full text
43
Sykes, Dave. "The development of a novel rugby league match simulation protocol." Thesis, University of Chester, 2011. http://hdl.handle.net/10034/253315.
Full textAbstract:
The effectiveness of recovery interventions following prolonged multiple sprint team sports matches has rarely been studied despite the potential for exercise-induced muscle damage to adversely affect training in the days following games. The lack of research related to this topic is probably owing to the wide variability that exists in the movement demands of players between matches and the impact that this has on the subsequent rate and magnitude of recovery which makes it difficult to detect meaningful differences when conducting research with small sample sizes. Therefore, the purpose of this thesis was to develop a rugby league-specific match simulation protocol that replicates the movement demands, physiological responses and subsequent recovery from matches in order to study the effectiveness of recovery interventions. Hence, two time-motion analysis studies were conducted using a semi-automated image recognition system to inform the development of the rugby league match simulation protocol (RLMSP). Whilst mean total distance covered over the duration of the match was 8,503 m, ball in play and stoppage work-to-rest ratios were 1:6.9 and 1:87.4, respectively, for all players. Furthermore, a significant decline in high and very high intensity running locomotive rates were observed between the initial and final 20 min periods of the match. Thus a RLMSP was devised to replicate the overall movement demands, intra-match fatigue and recovery from a senior elite rugby league match. Not only was there a low level of variability in the movement demands during the RLMSP over consecutive trials, but with the exception of creatine kinase, the rate and magnitude of recovery following the RLMSP was similar to that that has been published following competitive matches. Therefore, the RLMSP devised in this thesis may be a more appropriate research tool for assessing the effectiveness of recovery interventions following match related exercise than following actual match play.
44
Roberts, Simon. "The physical demands of elite rugby union match-play and the effect of nutritional interventions on match-related aspects of performance and recovery." Thesis, University of Bath, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488881.
Full textAbstract:
The purpose of this programme of work was to assess the physical demands of rugby union with the aim of creating a rugby-specific match-play simulation to examine the effect of nutritional interventions on performance of, and recovery from, rugby-specific exercise.
45
Al-Timimi, Hannan. "Interventions: Coastal Strategies to Resist, Retreat, and Adapt." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin161710880000413.
Full text
46
Esposito-Noy, Celia. "Using social modeling to inform community college student behavior| A case study examining embedded interventions in a basic skills math class." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568250.
Full textAbstract:
<p>The purpose of this study was to examine the experiences of students enrolled in a basic skills math class at a California community college and the role of the peer model in informing their college-going behaviors. There is significant interest in increasing the number of students who complete basic skills courses and make progress towards a degree and transfer to a four-year college. While poor performance by students enrolled in basic skills classes is generally associated with a lack of academic preparation, research indicates that students may lack the cultural capital or college know-how necessary to be successful. This case study considers the role a peer model can play in informing students of college-going behaviors when interventions are embedded in the classroom. </p><p> The site of this case study was an Arithmetic class taught in the fall 2012 semester at a mid-size, diverse community college in northern California. The class included embedded interventions provided by a peer model who demonstrated college-going behaviors. Semi-structured interviews with six students, the peer model, and the instructor, as well as observations of the classroom and supplemental instruction, provided rich data for the findings and implications of this study. The central research question was, “How do embedded interventions offered in a basic skills math class inform college student behavior?” </p><p> Purposeful sampling was used to identify the participants for this qualitative study conducted in the tradition of a bounded case study. Initially, two primary themes were identified and used to guide my data analysis: 1) the significance of feeling cared for, and 2) acquiring college know-how. Later in the process of data collection and analysis, I identified the significance of setting and maintaining expectations and the emergent theme of faith. </p><p> The findings from my study have implications for both practitioners and researchers. For practitioners, this study provides a framework for teaching students college know-how in order to advance student success, specifically students enrolled in basic skills courses. The findings from this study also indicate the significance of students feeling cared for and how this contributes to course completion and success. For researchers, data from student interviews indicate that we can learn from students about the factors they believe inform their course success. Including student voices in future research about student success will help the field understand the interventions or treatments that students find most significant. </p>
47
Ellzey, Amanda K. "Trends in the Match of Early Intervention to Student Need: A Grounded Theory Study in Student Support within One Florida School District." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/shss_dcar_etd/102.
Full textAbstract:
The educational research literature confirms that students identified with emotional and/or behavioral disabilities are the most at-risk for school failure, grade retention, and dropout of all student groups. Legislation passed by federal and state entities seeks to support these and all students with recommendations for emotional, behavioral, and academic tiers of intensified supports; yet with dwindling funding and resources, these well-intentioned mandates often go unmet. Using archived records of 16 students in one Florida school district that were eventually placed into Self-Contained Emotional/Behavioral Disability classrooms, this dissertation examined existing trends in the match of intervention to student need, patterns in the etiology of conflict behavior, and practices for helping students to develop new skills for effectively resolving conflict. By means of constructivist grounded theory methodology, this qualitative research study uncovered trends in student intervention reflective of current behavior intervention and conflict analysis and resolution literature. Disability theory, as it applies to the marginalization and stigmatization of persons with disabilities and those with suspected disabilities, served as the lens through which this topic was examined. This dissertation provides recommendations for further research, considerations for intensifying student support best matched to student need, and a greater focus on understanding the impact of conflict on students with behavioral disabilities.
48
Mendes, Alessandra Campanini. "Ansiedade à matemática : evidências de validade de ferramentas de avaliação e intervenção." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8416.
Full textAbstract:
Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-03T13:16:07Z
No. of bitstreams: 1
TeseACM.pdf: 1747171 bytes, checksum: d5d56450329e9a9a208138faa6c9a898 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-16T17:21:51Z (GMT) No. of bitstreams: 1
TeseACM.pdf: 1747171 bytes, checksum: d5d56450329e9a9a208138faa6c9a898 (MD5)<br>Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-16T17:22:04Z (GMT) No. of bitstreams: 1
TeseACM.pdf: 1747171 bytes, checksum: d5d56450329e9a9a208138faa6c9a898 (MD5)<br>Made available in DSpace on 2017-01-16T17:22:13Z (GMT). No. of bitstreams: 1
TeseACM.pdf: 1747171 bytes, checksum: d5d56450329e9a9a208138faa6c9a898 (MD5)
Previous issue date: 2016-10-21<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>Mathematics anxiety is characterized by a specific set of unpleasant physiological,
cognitive and behavioral reactions to any mathematical stimuli or mathematics learning
contingencies. This paper had as a general objective to look for evidence of validity of
assessment and intervention tools related to mathematics anxiety and to this end, the
research was divided into two studies. The study part is intended to search for evidence
of validity of the Mathematics Anxiety Scale (MAS). It is divided into three steps aiming in order to investigate the main objectives such as verify evidence of the inner structure of the MAS; check out correlations between high and low scores on the MAS and school performance in subject matters like mathematics, portuguese, history and
geography; expand the application of the MAS in the South, Midwest and Northeast in
Brazil and observe possible differences in average scores of mathematics anxiety in
each region, taking into account students’ gender, school year (grades) and term. The
second study aimed to verify the effectiveness of an intervention program to math anxiety and it was done in a single step. On the first study, the results in step 1, by Exploratory and Confirmatory Data Analysis, indicated that the MAS tends to show a structure with two dimensions. In part 2, the results showed that there was significant and positive correlation between MAS total score and performance in mathematics, in eleven two-month terms analyzed; Portuguese, in six two-month terms; History; in twomonth terms; Geography, in six two-month terms. In the third part, the results showed significant difference in MAS average in relation to the gender variable in the Midwest, southern regions and in the general sample. Referring to the period variable, there was also a significant difference in the Midwest, Southeast and also, in the general sample.
On the school year variable, the significant differences in MAS average occurred in the
Midwest and in the general sample. In the Midwest, the significant differences in MAS
scores occurred between the 1st year of high school (9th grade) and the 6th and 7th
years of elementary school. Significant differences were also observed between the 3rd grade and the 8th grade; the 6th grade and 8th and 1st grades; the 7th grade and 1st and
8th grades; and the 8th grade and 3rd, 6th and 7th grades. In the general sample, the
differences between the 1st grade of high school (9th grade) and the 6th and 7th grades
of elementary school. In relation to the general objective of this paper which is about the
search for evidence of validity of an assessment tool and the effectiveness of an
intervention, both concerned with math anxiety, data supporting positive evidence for carrying on using MAS and to the intervention were found in this research. Although the last one was only an initial study and thus it is still not possible to indicate whether it is effective, but the results are promising.<br>A ansiedade à matemática é caracterizada por um conjunto específico de reações fisiológicas desagradáveis, cognitivas e comportamentais diante de qualquer estímulo matemático ou contingências de aprendizagem de matemática. Esse trabalho teve como objetivo geral buscar evidências de validade de ferramentas de avaliação e intervenção
relacionadas à ansiedade à matemática e para isso o trabalho foi dividido em dois estudos. O primeiro estudo é a busca de evidências de validade da Escala da Ansiedade à Matemática – EAM – dividida em três etapas para a investigação dos respectivos objetivos específicos: verificar evidências da estrutura interna da EAM; verificar correlações entre altos e baixos escores na escala EAM e desempenho escolar nas disciplinas de matemática, português, história e geografia; ampliar a aplicação da EAM na região Sul, Centro-Oeste e Nordeste e observar possíveis diferenças de média de escores de ansiedade à matemática em cada região, considerando as variáveis gênero, ano escolar e período. O segundo estudo teve como objetivo verificar a eficácia de um programa de intervenção de ansiedade à matemática e abrangeu apenas uma etapa. Sobre o primeiro estudo, os resultados na etapa 1 por meio da Análise Fatorial Exploratória e Confirmatória, indicaram que o instrumento EAM tende a apresentar
uma estrutura com duas dimensões. Na etapa 2, os resultados mostraram que houve
correlação significativa e positiva entre escore total da EAM e desempenho em: matemática, em onze bimestres analisados; português, em seis bimestres; história; em dois bimestres; geografia, em seis bimestres. Na terceira etapa, os resultados apontaram diferença significativa de média na EAM, em relação à variável gênero nas regiões Centro-Oeste, Sul e na amostra geral. Referente à variável período, também houve diferença significativa quando analisadas as regiões Centro-Oeste, Sudeste e também, na amostra geral; sobre a variável série, as diferenças significativas na média. da EAM ocorreram na região Centro-Oeste e na amostra geral. Na região Centro-Oeste as diferenças significativas na pontuação da EAM ocorreram entre o 1º ano do Ensino Médio e o 6º e 7º anos do Ensino Fundamental. Também foram observadas diferenças significativas entre o 3º ano e o 8º ano; o 6º ano e 8º e 1º anos; o 7º ano e 1º e 8º anos; e o 8º ano e 3º, 6º e 7º anos; na amostra geral as diferenças entre o 1º ano do Ensino
Médio e a 6º e 7º anos do Ensino Fundamental. Em relação ao objetivo geral do estudo, sobre a busca de evidências de validade para um instrumento de avaliação e da eficácia de uma intervenção, ambos para ansiedade à matemática, na presente pesquisa foram encontrados dados que sustentam evidências positivas para a continuação dos estudos com a EAM e para a intervenção, embora esse último tenha sido apenas um estudo inicial e por isso, ainda não é possível indicar se possui eficácia, mas os resultados são favoráveis.
49
Abreu, Douglas Paranahvba de. "Análise de intervenção da política de garantia de preços mínimos sobre as séries de preços do milho no estado do Mato Grosso de 2009 a 2016." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8366.
Full textAbstract:
Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-04-20T10:59:35Z
No. of bitstreams: 2
Dissertação - Douglas Paranahyba de Abreu - 2018.pdf: 3858065 bytes, checksum: 29eb161cb80470717b0e03cfc842c321 (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-23T11:52:54Z (GMT) No. of bitstreams: 2
Dissertação - Douglas Paranahyba de Abreu - 2018.pdf: 3858065 bytes, checksum: 29eb161cb80470717b0e03cfc842c321 (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-04-23T11:52:54Z (GMT). No. of bitstreams: 2
Dissertação - Douglas Paranahyba de Abreu - 2018.pdf: 3858065 bytes, checksum: 29eb161cb80470717b0e03cfc842c321 (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Previous issue date: 2018-02-19<br>Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG<br>An important characteristic of agricultural production is the volatility of the prices of its products,
caused by excess supply in the harvest period and shortage in the off-season, in addition to other
factors intrinsic to the activity. Despite the complexity ofthe real economy, specific methodologies
are used to verify the effects of public policies that aim to stabilize agribusiness prices. In Brazil,
has been history the Minimum Price Guarantee Policy, which since 1943 aims to guarantee
minimum income for rural producers. The objective of this work is to collect specialized literature
on the subject and to verify which methodology is most appropriate to measure the effects ofthe
PGPM on agricultura 1 prices, then to use the same methodology to verify the effects ofthe PGPM
on maize prices in the State of Mato Grosso, which is the largest Brazilian producer of this
important grain. The hypothesis is that the PGPM would have positive and significant effects on
prices, however, through the identification and use of the most appropriate model presented in the
literature, which were the Models of Intervention Analysis in Time Series, the results indicated that
Interventions (PGPM) on prices did not represent a positive and significant homogeneous effect,
creating evidence that in Mato Grosso, from 2005 to 2016, other market variables explain the price
changes in addition to these PGPM instruments.<br>Uma característica importante da produção agropecuária é a volatilidade dos preços de seus
produtos, causados pelo excesso de oferta no período de safra e escassez no período de
entressafra, além de outros fatores intrínsecos à atividade. Apesar da complexidade da
economia real, metodologias específicas são utilizadas para verificar efeitos de políticas
públicas que objetivam estabilizar os preços do agronegócio. No Brasil têm-se a história
atuação da Política de Garantia de Preços Mínimos, que desde 1943 objetiva garantia de
renda mínima aos produtores rurais. O objetivo deste trabalho é levantar literatura
especializada sobre o assunto e verificar qual metodologia é mais adequada para medir os
efeitos da PGPM sobre os preços agrícolas, depois utilizar essas mesma metodologia para
verificar os efeitos da PGPM sobre os preços do milho no Estado do Mato Grosso, que é o
maior produtor brasileiro deste importante grão. A hipótese é de que a PGPM surtiria efeitos
positivos e significativos sobre os preços, no entanto, através da identificação e utilização do
modelo mais apropriado presenta na literatura, que foram os modelos de Análise de
Intervenção em Séries temporais, os resultados indicaram que as Intervenções via PGPM
(Prêmio para Escoamento do Produto - PEP; Prêmio Equalizador Pago ao Produtor - PEPRO)
sobre os preços não representaram um efeito homogêneo positivo e significativo, criando
evidências de que no Mato Grosso, no período de 2005 a 2016, outras variáveis de mercado
explicam melhor as variações dos preços além destes instrumentos de PGPM.
50
IRISH, CHERYL L. "THE EFFECTS OF PEG- AND KEYWORD MNEMONICS AND COMPUTER-ASSISTED INSTRUCTION ON FLUENCY AND ACCURACY OF BASIC MULTIPLICATION FACTS IN ELEMENTARY STUDENTS WITH LEARNING AND COGNITIVE DISABILITIES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997209845.
Full text