概述
The purpose of this development project funded by the Institute of Education Sciences is to develop a mathematics intervention focused on properties and operations with whole and rational numbers to support the mathematics learning of sixth grade students who are at-risk and not at-risk for mathematics learning difficulties. This intervention is designed for use within a prevention-oriented, 多层次的服务交付教学模式.
资助者
教育科学研究所
合作伙伴(年代)
N/A
首席研究员
Dr. 琳恩·凯特琳·盖勒
目的
The purpose of the 票面价值 project is to twofold: (1) to develop a 100-lesson mathematics intervention for sixth grade students that focuses on key algebra readiness concepts, such as properties and operations with whole and rational numbers, and (2) to document the feasibility and potential efficacy of the intervention through multiple implementation studies.
方法
Three phases comprise the 票面价值 project: (1) curriculum development, (2)小规模可行性研究, (3)试点研究. All phases of this study incorporate principles of design-based research as each phase will cycle through development, 观察, 分析, 和细化.
The curriculum was developed not only to address the call put forth by the National 数学ematics Advisory Panel (2008) and the Common Core Standards Initiative (NGA, 2001) for more focused mathematics program that are not “a mile wide and an inch deep” but is also organized around four strands that align explicitly with the Common Core State Standards in 数学ematics: (1) multiplication and division with whole numbers, (2)将分数理解为数字, (3)分数的加减法, 分数的乘法和除法.
The two-part feasibility study is designed to field test and conduct ongoing evaluation of lessons revised based on data about how well the instructional design and delivery features functioned during initial implementation. The purpose of this study is to examine how well the prototypes of the initial intervention function in the classroom. Data will be collected during the first part of the feasibility study with the first half of the lessons (1-50), 然后是一个主要的修订周期, and then the remaining revised 50 lessons of the intervention will be implemented in a small number of sixth grade classrooms.
All 100 lessons of the 票面价值 intervention will be implemented during the pilot study in the final year of the project. The intervention will be delivered to small groups of 4-6 students identified as needing additional instructional support for 30 minutes per day, 每周4-5天. 在试点研究期间, data will be collected in treatment and comparison classrooms using multiple measures including (but not limited to) 观察s, 老师的调查, and mathematics measures to examine the potential promise of the 票面价值 intervention for increasing student achievement.
结果
The primary outcome from this project is a 100 lesson mathematics intervention focused on properties and operations with whole and rational numbers to support sixth grade students’ understanding of key algebra readiness concepts. A secondary outcome is an 观察 system that focuses on research-based fidelity of implementation indicators and instructional interaction variables that may mediate the effect of the intervention on student achievement.
参考文献
Ketterlin-Geller L. R.纳尔逊-沃克，n.n.克拉克，B., & Jungjohann K. J. (2014年10月). Preparing students for algebra: Intervening with fractions. 小组介绍在36th International Council on 学习 Disabilities Conference: Philadelphia, PA.
Nelson-Walker N.凯特琳·盖勒，L·R.伍兹，D。., & 圣扎迦利,年代. (2014年4月). 促进代数准备:开发一个6th 年级有理数课程. Paper presented at the 2014 Council for Exceptional Children Conference and Expo: Philadelphia, PA.