Alignment of K-8 Mathematics Interventions with Strands of Mathematical Proficiency in Meta-Analytic Research

Autor/inn/en	Pulles, Sandra M.; Burns, Matthew K.
Titel	Alignment of K-8 Mathematics Interventions with Strands of Mathematical Proficiency in Meta-Analytic Research
Quelle	In: Psychology in the Schools, 59 (2022) 6, S.1192-1208 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Matthew K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22676
Schlagwörter	Mathematics Education; Elementary School Mathematics; Middle School Mathematics; Intervention; Mathematics Skills; Alignment (Education) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The purpose of this paper was to examine current mathematics interventions designed for students in kindergarten through eighth grade to determine how often they incorporated the five strands of mathematical proficiency identified by the National Research Council (2001). The five strands are conceptual understanding, procedural knowledge, strategic competence, adaptive reasoning, and productive disposition. A systematic review of the literature resulted in 13 meta-analyses of that studied a total of 19 unique interventions. The five strands of mathematical proficiency were then compared to each intervention to determine with which strand(s) the intervention aligned. None of the 19 interventions contained all five strands, but interventions could be combined to enhance math proficiency. The strands of mathematics proficiency could provide a framework with which to meaningfully combine intervention components. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01