Isolated and combined effects of intervention components on mathematic fluency

Scope and Method of Study: The scope of the study was to compare empirically supported math fluency interventions to a control group as well as each other. The intervention components were isolated to investigate their initial strength as well as adding them together to investigate if the combined intervention was actually stronger or more efficient than the isolated components added together. Design was a pre-test/post test control group design. Analysis chosen included an ANCOVA and the development and evaluation of a strength ratio.Findings and Conclusions: Results indicated that all treatment interventions were considered significant when compared against the control group. ANCOVA pairwise comparisons also indicated that the ET (explicit timing) condition and the ET + PFB + GS+ were significantly different from each other. The evaluation of the strength ratio revealed that the ET + PFB + GS+ offered the largest strength ratio. When the isolated components were broken into their individual strength ratios and summed, the sum of the strength ratios was actually larger than the combination intervention's strength ratio indicating that the effects were considered an example of diminishing returns. Therefore, the ET + PFB offered the most cost efficient or "strong" intervention

Ideafest Presentation Schedule 2015

Program schedule with abstracts for the annual Ideafest student scholarship conference held on the campus of Dordt College in Sioux Center, Iowa, April 23, 2015

The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms

In 2 experiments, I tested the effects of a treatment package for teaching 4th graders to edit peers’ written algorithms for solving math problems such that an adult naïve reader could solve the problem. In Experiment 1, the editors were the target participants and the writers were the confederates. Participants were placed in a dyad that consisted of a writer and an editor. The writer and editor repeatedly interacted in writing until the writers produced an algorithm that resulted in adult naïve readers solving the problem. The editor was supplied with a checklist as a prompt for the editing process. Each dyad competed against a second pair of students, using a peer-yoked contingency game board as a motivating operation. Experiment 1 demonstrated that the treatment package increased participants’ accuracy of writing math algorithms, so that a naïve reader could solve the math problems. The target participants acquired the verbally governed responses through peer editing alone, and as a result the participants produced written math algorithms. Experiment 2 measured the behaviors of the editor and writer using a multiple probe design across participants with two groups of 4 writers and 4 editors. The dependent variables were: 1) production of previously mastered math problems, such that a naïve reader could read and solve the math problem without ever seeing the problem, 2) the emergence of explanations of “why” (function) from learning “how” to solve a multi-step math problem, 3) production of novel written math algorithms (i.e., find the perimeter and extended multiplication), and 4) cumulative number of untaught math problems attempted. The independent variable was the same as Experiment 1 except a) the editors did not have access to a checklist and b) the peer-yoked contingency game board was removed. The results demonstrated that all participants produced written math algorithms such that both the writers and editors affected the behavior of naïve readers. I discuss the emergence of explanations of the function (“why”) of math that occurred as a result of being able to explain “how” to solve problems. Moreover, the participants attempted more untaught math problems, demonstrating the resistance to extinction for attempting untaught math problems. Findings suggest that as a function of the intervention, reinforcement for solving math problems was enhanced

Using Mobile Technology to Increase the Math Achievement and Engagement of Students with Disabilities

The advent of advanced technologies provides new opportunities for delivering instruction to students with disabilities. Many classrooms have access to mobile devices, such as iPads and Kindles, and educators utilize these devices to differentiate instruction and augment teacher-led instruction. This delivery method, known as blended learning, can create an enriched learning environment where students are exposed to individualized lessons that are self-paced and provide multiple modes of presentation. However, there is little empirical investigation into how students interact with digital devices or what components of online learning directly impact student learning and engagement with the content. In order to design authentic learning experiences that support students with disabilities and provide access to the general education curriculum, it is critical that researchers thoroughly examine the design on digital lessons and how students navigate digital environments. The focus of this study was to investigate how students use mobile devices in a classroom setting and how they interact with academic content delivered in a digital format. The math achievement and engagement of students with disabilities was compared in two conditions - teacher-led math instruction (Traditional Math Instruction, TMI) and instruction delivered on a mobile device (Mobile App Instruction, MAI). Additionally, teacher and student perceptions of math knowledge and engagement were collected for both conditions using surveys. The surveys were administered after the intervention was completed. The results of the study indicate neither instructional method was significantly more effective in increasing the math achievement or the engagement of students with disabilities. Survey data revealed the teacher did not feel one condition was more effective at increasing math achievement or engagement. Data from the student surveys indicated that students in the TMI condition felt they learned more and were more engaged than the students in the MAI condition. Observational data indicated there was no significant difference in engagement for students in the TMI group and the MAI group. Data collected from the online learning platform suggested students easily accessed the lessons and completed embedded activities and questions. However, data from the learning videos indicate students accessed the videos but did not watch them through to completion, and did not answer the embedded questions

The Internalization of Mathematics Stereotypes in Elementary School Children

This study investigated mathematics-related gender stereotypes, internalization of these stereotypes in 2nd and 5th grade children, and whether there is a relationship between internalization and the underperformance of girls in mathematics. There is evidence that gender stereotype internalization occurs throughout elementary school with an increasing impact on girls’ mathematical competence and performance (e.g., Muzzatti & Agnoli, 2007). However, there has been no definite determination with respect to the point at which this process begins. Parents and teachers have displayed gender stereotypical beliefs concerning children as young as three years of age (Lee & Schell, under review). This factor can influence children’s attitudes towards mathematics (Bleeker & Jacobs, 2004). The current study included 37 second graders (18 boys, 19 girls) and 27 fifth graders (12 boys, 15 girls). Each student completed tasks designed to measure gender stereotypical beliefs of their own abilities, perceptions of their parents’ beliefs, internalization of occupations and activities related to masculine and feminine domains, and an assessment of their actual mathematics ability. Parents and teachers were asked to complete a questionnaire to ascertain their gender-stereotypical beliefs of the students’ academic abilities. The findings revealed that children had not internalized mathematics gender stereotypes, girls did not underperform, and adults did not display stereotypical beliefs regarding children’s academic competencies. These results may be described by a myriad of explanations such as gender stereotype flexibility, girls’ equivalent or higher level of performance in academics, and time of data collection. Implications for future research will be discussed

Perceptions of Teachers on Instructing Remedial Mathematics Students

Approximately 12% of students at the study middle school failed to reach proficient levels on state assessments in mathematics from 2010-2012. Poor performance on assessments can limit future mathematical trajectories and opportunities for students. One of the causes for failing to meet proficient levels on mathematics assessments could be the inconsistent use of teaching practices targeted at supporting lower achieving students; according to such reasoning, a consistent use of research-supported practices could result in improved student performance. Kolb\u27s experiential learning theory, Vygotsky\u27s social development theory, and Maslow\u27s motivation theory provided a framework for this case study. Interviews and observational data were used to ascertain 5 teachers\u27 perceptions concerning instruction for students who fail to reach proficient levels on state assessments. Research questions examined teachers\u27 perceptions regarding implementing best instructional practices and regarding number sense, computational, problem-solving, working memory, and self-efficacy needs of lower level basic skills students. Data from 10 teacher interviews and 15 observations were analyzed using typological coding and thematic analysis. Results indicated that teachers perceived that homogenous groupings prevented teachers from meeting needs of students scoring below the proficient level and from using research-based strategies. The resulting position paper outlines the recommendation to de-track mathematics classrooms into heterogeneous groupings. Study results can be used to help provide teachers with research-based strategies targeted toward improving instruction for basic skills students

Culturally Responsive Curriculum: Third Grade Dual Language Immersion Fraction Unit

While there is a growing body of research about best practice teaching in the dual language immersion setting as well as how to structure culturally responsive instruction, there is far less research that connects the dual language immersion model with culturally responsive mathematics instruction. This capstone primarily seeks to demonstrate how cooperative learning strategies, culturally responsive instructional techniques and the response to intervention and curriculum-based measurement model can be used to develop a math fractions unit for third-grade bilingual students in the dual language immersion setting. This study describes the components of dual language immersion, establishes the existence of racial inequities in the school system, describes methods for creating a culturally responsive classroom, and also describes assessment methods in mathematics instruction. After describing each of the previous components, the capstone presents a fractions mathematics unit for third grade students, integrating culturally responsive and dual language appropriate methods and practices in the curriculum

THE EFFECTIVENESS OF PEER-ASSISTED LEARNING STRATEGIES ON READING COMPREHENSION FOR STUDENTS WITH AUTISM SPECTRUM DISORDER

Individuals with autism spectrum disorder (ASD) demonstrate strengths in word recognition and decoding, but comprehension skills are not well developed. If reading problems are not quickly addressed, they will continue to affect academic progress. Unless an effective reading intervention is established early, the outcome for struggling readers is not positive. There is little research in the area of reading comprehension for students with ASD. However, one instructional approach that has benefited many beginning readers and has improved reading comprehension skills is Peer-Assisted Learning Strategies (PALS). The current study investigated the effects of PALS on reading fluency and reading comprehension for students with ASD. A single-subject multiple baseline design across participants was used for three students with ASD. Results from the current study demonstrated that students with ASD can improve reading comprehension and reading fluency when using PALS. More specifically, all three students increased their reading comprehension and two students increased their reading fluency. Directions for future research and implications follow a discussion of findings