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Autor/inn/en | Poncy, Brian C.; McCallum, Elizabeth; Schmitt, Ara J. |
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Titel | A Comparison of Behavioral and Constructivist Interventions for Increasing Math-Fact Fluency in a Second-Grade Classroom |
Quelle | In: Psychology in the Schools, 47 (2010) 9, S.917-930 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.20514 |
Schlagwörter | Constructivism (Learning); Intervention; Instructional Effectiveness; Secondary School Students; Grade 2; Mathematics Skills; Comparative Analysis; Prevention; Control Groups; Elementary School Students; Mathematics Instruction; Teaching Methods; Subtraction |
Abstract | Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group-administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the subtraction-fact fluency of a general education class of second-grade students. An alternating treatments design was used to compare a behavioral intervention, "Cover, Copy, and Compare" (CCC), to an intervention from a constructivist-oriented resource, "Facts That Last" (FTL). Results demonstrated that CCC led to increases in math-fact fluency, whereas the classwide response to FTL activities did not differ from the control condition. Two months postintervention, maintenance data revealed that the fluency increases associated with CCC were sustained. Discussion focuses on practical implications of the study as well as possible theoretical explanations for the documented results. (Contains 2 figures and 1 table.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |