Cross-Age Math Tutoring of Kindergarten and First Grade Students by Middle School Tutors

Autor/inn/en	Haynes, Kathi; Brendle, Janna
Titel	Cross-Age Math Tutoring of Kindergarten and First Grade Students by Middle School Tutors
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 7 (2019) 3, S.238-250 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Cross Age Teaching; Tutoring; Kindergarten; Grade 1; Tutors; Remedial Mathematics; Middle School Students; Middle School Mathematics; Mathematics Skills; Direct Instruction; Texas + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Förderlehrer; Lehrender; Tutor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	To address the problem of low achieving math students, a cross-age math tutoring intervention paired middle school tutors with kindergarten and first grade students with low math skills. This instrumental group case study explored the effects of the intervention on the math skills of the students through teacher interviews and the testing program of "Aimsweb Plus" (Pearson, 2017) before and after the tutoring intervention. Most of the teachers of the tutees reported measurable math gains possibly from the tutoring and most of the teachers observed improved attitude towards math work for the young tutees. Most teachers of the tutors did not report any measurable math gain from tutoring young students. All the teachers of the tutors recommended the cross-age tutoring experience as the middle school students seemed to show increased leadership skills, confidence, or found helping others a positive experience. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01