Facilitating Multiplicative Reasoning Among Third-Grade Students With or At-Risk for Mathematics Difficulties: A Pilot Study.

IF 2.4 2区教育学 Q1 EDUCATION, SPECIAL

Journal of Learning Disabilities Pub Date : 2025-05-27 DOI:10.1177/00222194251342207

Victoria Sanchez,Asha K Jitendra,Michael Harwell,Barbara Dougherty,Mikaela Pulse,Danielle Zahn

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Abstract

This study investigated the efficacy of a Tier 2 multiplicative reasoning (MR) intervention designed to help third-grade students at risk for mathematics difficulties (MD) develop conceptual understanding of MR. The MR intervention included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships with multiple representations. Sixteen elementary teachers were randomly assigned to a treatment or control (business-as-usual, BAU) condition. Participants included 86 third-grade students who demonstrated MD. Data analyzed after 6 weeks of instruction revealed statistically significant and nonnegligible differences between conditions on a researcher-developed MR assessment, with posttest differences favoring treatment classrooms. However, treatment was not a significant predictor of the Group Mathematics Assessment and Diagnostic Evaluation posttest scores. Results demonstrated that the MR intervention was on average more effective than the BAU approach in improving students' ability to reason with multiplicative concepts and procedures.

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促进有或有数学困难风险的三年级学生的乘法推理：一项试点研究。

本研究调查了二级乘法推理（MR）干预的有效性，该干预旨在帮助有数学困难风险的三年级学生发展对MR的概念性理解。MR干预包括让学生在概括大思想、参与课堂话语和用多重表征建模乘法关系时进行批判性思维的机会。16名小学教师被随机分配到治疗组或对照组（一切照旧，BAU）。参与者包括86名患有医学博士的三年级学生。经过6周的教学后分析的数据显示，在研究人员开发的MR评估中，不同条件之间的差异具有统计学意义和不可忽略的差异，测试后的差异有利于治疗教室。然而，治疗并不是小组数学评估和诊断评估后测分数的显著预测因子。结果表明，MR干预在提高学生乘法概念和程序推理能力方面平均比BAU方法更有效。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Learning Disabilities Multiple-

CiteScore

7.60

自引率

3.30%

发文量

期刊介绍： The Journal of Learning Disabilities (JLD), a multidisciplinary, international publication, presents work and comments related to learning disabilities. Initial consideration of a manuscript depends upon (a) the relevance and usefulness of the content to the readership; (b) how the manuscript compares to other articles dealing with similar content on pertinent variables (e.g., sample size, research design, review of literature); (c) clarity of writing style; and (d) the author"s adherence to APA guidelines. Articles cover such fields as education, psychology, neurology, medicine, law, and counseling.