Math Intervention Research

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

Another major issue that is addressed in the article is with the teachers and their teaching styles. The method in which most teachers teach their

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

In this article, Dana shares her considerations in the Professional Development School (PDS) community based on her experience in the field over 25 years. The author argues the purpose and problems she observed following three issues. (1) University Research versus Practitioner Research, which she claims setting the difference between both research types and making teacher aware should be beneficial to improve their teaching; (2) Inquiry as Project versus Inquiry as Stance, which she suggests that teachers should take an inquiry stance towards their teaching to constantly improve

The project B was the result of an analysis of a live interaction with the students in a classroom during the practicum II in a secondary school. The focus of this self-evaluation and reflection concerned the usage and the amount of corrective feedback with the students. First of all, in traditional learning situations, the teacher’s role was prominent and the one to achieve most of the talking in class. As stated by the MELS, while the teacher still has an active and central role in the classroom, she or he should act as a facilitator and a guide to support the children when learning. The exercise of this task in addition to the pedagogy classes held at the university enabled me to realize how and to

It is heartbreaking for parents to watch their kids struggle in school. Thankfully, math tutoring centers provide students with the tools they need to achieve academic success. When children in Lorton, VA, need help understanding mathematical concepts, their families turn to Mathnasium of Lorton.

Based on the presented problem above, the hypothesis will be formulated and tested at 0.05 level of significance.

After numerous walk-throughs and classroom observations it was observed that at Neal Elementary mathematics teachers do not have an understanding of fact fluency and do not provide opportunities for students to develop fact fluency in their classroom learning experiences. From these observations, the assumption made is that many teachers lack the understanding of what fluency means and how to build fluency within students. After talking with teachers, they refer to fact fluency as timed tests and many of the students on our campus often practice in this manner. These tests typically take the form consisting of a page with thirty equations. I have observed many of our students feeling discouraged, especially the ones who have learned inefficient

The article analyzed in this paper is the mixed research study titled Using Math Journals to Enhance Second Graders’ Communication of Mathematical Thinking.

Experimental Evaluation of the Effects of a Research –based Preschool Mathematics Curriculum (2005) is a research article written by two Distinguished SUNY researchers. Dr. Douglas Clements and Dr. Julie Sarama focused their study on measuring the effectiveness of a preschool mathematics programs based on a comprehensive model of developing research –based curriculum in larger context with teachers and students of diverse background. In this study, teachers implemented intervention curricula, Building Blocks, and the comparison mathematic curriculum in preschools in New York State as experimental treatment and its effect on classrooms’ mathematics environment, skills of developing foundation of informal mathematics knowledge,

Li, Toland & Usher (nd) examined the psychometric properties of the Mathematics Skills Self-efficacy scales (MSSE), designed specifically for evaluating middle grades (in the Southeastern United States) students’ judgments about their capabilities to successfully solved different types of mathematics problems. They found out that the MSSE can be reduced to four categories and that the meaning of each category of the modified 4 response scale is not equal to the original 6-point version. In 2013, they developed an instrument to measure mathematical self-efficacy of college students studying traditional mathematics and use of mathematics programs in UK. Their findings suggest that the multidimensional model fits the data significantly better

This way, all the school staff became familiar with the intervention model and understood what was being asked of teachers. Teachers were asked to complete the pre-assessment package just before the training started. Informed consent was obtained and participants were told that anonymity would be preserved. Each participant completed their package at their own pace. The trainer and a doctoral student in Education were in the room to clarify possible

METHOD The study is descriptive, qualitative research on teachers as they attempted to meet new standards. Specifically it is a case study of an elementary school faculty, done in an attempt to

This week the mayor of Memphis announced that under 20% of 6th grade boys entering middle school were testing on grade level in mathematics. Obviously, these students will fall further and further behind unless a successful intervention strategy is taken. To meet the needs of students and to satisfy standards teachers need a fundamental process for designing scientific researched instruction that would yield effective, efficient, and reliable learning outcomes (Morrison, et al., 2013, p. 7). Teachers’ belief about mathematics have a powerful impact on the practice of teaching. Teachers that think negatively about mathematics may influence a learned helplessness response from students, whereas students of teachers with a positive attitude about mathematics have a positive experience resulting in them approaching mathematics enthusiastically. Consequentially, there is a direct relationship between the teachers belief about mathematics, and students’ achievement, and their formative beliefs and attitudes toward mathematics (Karp, 1991). (Akinsola, 2008) Characteristics and objectives for identifying need and relative learning task will be displayed in a procedural analysis flowchart. The objective of this paper is to use a need analysis to diagnose mathematics teachers interest and attitude towards mathematics.