Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties?

Autor/inn/en	Doabler, Christian T.; Stoolmiller, Michael; Kennedy, Patrick; Nelson, Nancy J.; Clarke, Ben; Gearin, Brian; Fien, Hank; Smolkowski, Keith; Baker, Scott K.
Titel	Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties?
Quelle	(2019), (32 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Outcomes of Education; Mathematics Skills; Mathematics Achievement; Kindergarten; Young Children; Instructional Design; Mathematical Concepts; Teaching Methods; Learning Activities; Feedback (Response); Oregon; Texas (Dallas) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Frühe Kindheit; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität
Abstract	A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics. This study investigated the extent to which observed components of explicit mathematics instruction explained why students' initial mathematics achievement was previously found to moderate the treatment impact of an empirically validated, core kindergarten mathematics program. Instructional components examined were: (1) teacher demonstrations and explanations of mathematical concepts; (2) group and individual student practice opportunities; and (3) teacher-delivered academic feedback. Findings suggest that the rate in which teachers facilitated individual student practice opportunities during core mathematics instruction explained the program's differential effectiveness. Implications in terms of differentiating practice opportunities for at-risk learners and utilizing classroom observation data to test potential mediating variables of academic interventions are discussed. [This paper was published in "Assessment for Effective Intervention" v44 n3 p197-211 Jun 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01