1 research outputs found
Effective numeracy educational interventions for students from disadvantaged social background: a comparison of two teaching methods
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 stud