Exploring the Relationship between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention

Autor/inn/en	Lesner, Taylor; Clarke, Ben; Kosty, Derek; Nelson, Nancy; Ketterlin-Geller, Leanne; Smolkowski, Keith
Titel	Exploring the Relationship between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention
Quelle	In: Learning Disability Quarterly, 46 (2023) 4, S.317-328 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Nancy) ORCID (Smolkowski, Keith) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487231168385
Schlagwörter	Mathematics Skills; Mathematics Instruction; Grade 6; Fractions; Algebra; Readiness; Intervention; At Risk Students; Program Effectiveness; Mathematics Achievement; Middle School Students; Skill Development; Oregon + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Bruchrechnung; Mathmatics sikills; Mathematical ability; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the treatment or control condition at the school level. Proximal and distal measures of math proficiency were collected in the fall (pretest) and spring (post-test). Analyses examined initial student achievement as a moderator of mathematics outcomes. Results indicated that intervention outcomes were not moderated by initial skill. Implications for tiered mathematics instruction and future mathematics intervention research are discussed. [For the corresponding grantee submission, see ED627362.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01