Advancing Understanding of Mathematics Development and Intervention: Findings From NCSER-Funded Efficacy Studies

Ochsendorf, Rob

doi:10.1080/19345747.2016.1222144

Cited by 8 publications

(7 citation statements)

References 16 publications

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“…As suggested by the What Works Clearinghouse (2014), findings from overaligned outcome measures may inaccurately represent an intervention’s treatment effects. Consequently, future research involving TMM interventions should seek to use a combination of researcher-developed assessments and broader-based measures of mathematics achievement (Gersten, 2016; Ochsendorf, 2016).…”

Section: Discussionmentioning

confidence: 99%

A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities

Kiru

Doabler

Sorrells

et al. 2017

J Spec Educ Technol

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With the increasing availability of technology and the emphasis on science, technology, engineering, and mathematics education, there is an urgent need to understand the impact of technology-mediated mathematics (TMM) interventions on student mathematics outcomes. The purpose of this study was to review studies on TMM interventions that target the mathematical outcomes of K–12 students with or at risk for mathematics learning disabilities (MLDs). A review of the literature revealed 19 studies (9 single-case and 10 group/quasi experimental designs) published between 2000 and 2016. Results suggest that TMM interventions had mainly positive results on the mathematics outcomes of students with or at risk for MLD. This study also examined the extent to which principles of explicit instruction were integrated in TMM interventions. While many of the interventions provided frequent practice opportunities with academic feedback, few complemented such practice opportunities with overt demonstrations and explanations of mathematical content. Implications for designing TMM interventions are discussed.

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Section: Discussionmentioning

confidence: 99%

A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities

Kiru

Doabler

Sorrells

et al. 2017

J Spec Educ Technol

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“…Despite broader advances made by the field in designing interventions based on these key elements and rigorous studies of their efficacy, there have been calls to examine more finite questions related to intervention effectiveness (Gersten, 2016; Ochsendorf, 2016) to help refine the implementation of multitier models to better meet the needs of all learners (Miller, Vaughn, & Freund, 2014). One potential mechanism for such investigations is examining the treatment of instructional intensity of intervention services.…”

Section: Approaches To Address Low Mathematics Achievementmentioning

confidence: 99%

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

Clarke¹,

Doabler

Kosty

et al. 2017

AERA Open

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This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions (two-vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two-and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed.

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“…. stronger and more productive collaborations between the special education and mathematics education communities could result in models of instruction that better serve all students but particularly those who are low performing” (Ochsendorf, 2016, p. 574).…”

Section: Step 1: Articulation Of a Logic Modelmentioning

confidence: 99%

“…The use of small groups allowed for the provision of targeted, Tier II interventions to as many students as possible without compromising the quality of instruction (Ochsendorf, 2016) while encouraging collaborative learning through peer-to-peer communication of mathematical thinking. By holding students accountable to each other, the small-group structure provided a context for addressing three of the top 10 mathematics difficulties researchers identified and teachers of students with LD confirmed (Bryant, Bryant, & Hammill, 2000): difficulties with the language of mathematics, sticking with the first answer and not verifying its accuracy, and reaching “unreasonable” answers.…”

Section: Step 2: Delineation Of Intervention’s Componentsmentioning

confidence: 99%

Implementation Fidelity and the Design of a Fractions Intervention

Crawford

Freeman

Huscroft-D’Angelo

et al. 2019

Learning Disability Quarterly

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Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and mathematics education. Four steps undertaken in the development of a Tier II fraction-based mathematics intervention designed to improve the conceptual understanding of students with learning disabilities or difficulties are described in this article: (a) articulation of a logic model, (b) delineation of intervention components, (c) analysis of reliability data related to implementation fidelity, and (d) pilot testing to measure implementation fidelity and student outcomes. Results of the pilot study demonstrated no significant effect for the component of technology; however, significant pre–post differences were found in the performance of all groups on their conceptual understanding of fractions as numbers.

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Advancing Understanding of Mathematics Development and Intervention: Findings From NCSER-Funded Efficacy Studies

Cited by 8 publications

References 16 publications

A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities

A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

Implementation Fidelity and the Design of a Fractions Intervention

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