Subskill mastery among elementary and middle school students at risk in mathematics

Abstract

In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery—defined as 85% correct on short tests—was assessed following instruction for each subskill. Using survival analysis, we evaluated the number of attempts required to reach a .50 and a .90 probability of mastery on each subskill. The number of required attempts varied across subskills, with many subskills requiring more than one attempt to demonstrate mastery. Further, some of the most difficult content was aligned with curricular standards below students’ grade level. Thus, among students identified for supplemental support, it may be worthwhile to remediate select subskills that fall outside of the grade‐level curriculum before providing additional instruction on grade‐level content. Implications for math subskill assessment and remediation are discussed along with limitations and directions for future research.

Precision of Single-Skill Mathematics CBM: Group Versus Individual Administration

“…The first stage includes evaluation of the technical adequacy of M-CBMs as static indicators. The second stage examines slope of M-CBMs to establish a typical rate of growth to be used in decision-making when using M-CBMs as progress-monitoring tools (see Nelson et al, 2018; Solomon, Poncy, et al, 2020, for research at this stage). The third stage then evaluates the effects of using M-CBMs as indicators of progress over time on student performance.…”

Child Anxiety Profiles in Chilean Elementary School Students and Academic Self-Attributions in Mathematics

“…Mathematics skills development is a complex process for many students, even when they have received specialized intervention (Nelson et al, 2018). This problem has attracted growing scientific interest in the role that emotions and motivation play in mathematics learning (Hanin & Van Nieuwenhoven, 2016; Milovanović & Branovački, 2021; Ng et al, 2016; Schukajlow et al, 2017); in addition to the cognitive component that is traditionally the subject of research in this field (Hilbert et al, 2019).…”