Exploring the Relationship Between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2023-05-05 DOI:10.1177/07319487231168385

Taylor Lesner, Ben Clarke, Derek B. Kosty, Nancy Nelson, L. Ketterlin-Geller, K. Smolkowski

引用次数: 0

Abstract

This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the treatment or control condition at the school level. Proximal and distal measures of math proficiency were collected in the fall (pretest) and spring (post-test). Analyses examined initial student achievement as a moderator of mathematics outcomes. Results indicated that intervention outcomes were not moderated by initial skill. Implications for tiered mathematics instruction and future mathematics intervention research are discussed.

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初步数学技能与六年级分数干预的关系探讨

本研究探讨了最初的技能是否调节了促进代数准备的结果，这是一项针对分数概念和程序知识的二级六年级数学干预措施。该研究分析了一项准实验性试点研究的数据，在该研究中，俄勒冈州中学的高危学生（N=198）被分配到学校一级的治疗或控制条件下。在秋季（测试前）和春季（测试后）收集了数学能力的近端和远端测量。分析考察了学生最初的成绩对数学成绩的调节作用。结果表明，干预结果不受初始技能的调节。讨论了分层数学教学和未来数学干预研究的意义。

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

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.