Effective Numeracy Educational Interventions for Students from Disadvantaged Social Background: A Comparison of Two Teaching Methods

Autor/inn/en	Guilmois, Céline; Popa-Roch, Maria; Clément, Céline; Bissonnette, Steve; Troadec, Bertrand
Titel	Effective Numeracy Educational Interventions for Students from Disadvantaged Social Background: A Comparison of Two Teaching Methods
Quelle	In: Educational Research and Evaluation, 25 (2019) 7-8, S.336-356 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2020.1830119
Schlagwörter	Mathematics Instruction; Teaching Methods; Instructional Effectiveness; Intervention; Economically Disadvantaged; Subtraction; Elementary School Students; Grade 2; Direct Instruction; Mathematics Achievement; Low Achievement; Foreign Countries; Mathematics Tests; Pretests Posttests; Scores; Martinique; France + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Subtraktion; School year 02; 2. Schuljahr; Schuljahr 02; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Ausland; Frankreich
Abstract	The purpose of this study was to assess the effectiveness of explicit instruction, compared to constructivist instruction, in teaching subtraction in schools with a high concentration of students from a disadvantaged social background: eighty-seven second graders (mean age in months = 90.95, SD = 5.30). Two groups received explicit versus constructivist instruction during 5 weeks. Pre- and posttest analyses were conducted to compare the effects of the instruction type on subtraction skills taught through the partitioning subtraction method. Results showed that although all students progressed between both evaluations, those who received explicit instruction performed better. The findings from this study suggest that explicit instruction teaching is a promising approach in supporting the learning of mathematical knowledge for low-achieving students from disadvantaged social background. A larger scale study comparing the outcomes of children from different socioeconomic backgrounds would be needed to extend the applicability of the positive effects of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01