Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction

Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.

Preschool Mathematics Intervention Can Significantly Improve Student Learning Trajectories Through Elementary School

Perhaps more than at any other time in history, the development of mathematical skill is critical for the long-term success of students. Unfortunately, on average, U.S. students lag behind their peers in other developed countries on mathematics outcomes, and within the United States, an entrenched mathematics achievement gap exists between students from more highly resourced and socially dominant groups, and minority students. To begin to remedy this situation, educational researchers have created instructional interventions designed to support the mathematical learning of young students, some of which have demonstrated efficacy at improving student mathematical skills in preschool, as compared with a business-as-usual control group. However, the degree to which these effects last or fade out in elementary school has been the subject of substantial research and debate, and differences in scholarly viewpoints have prevented researchers from making clear and consistent policy recommendations to educational decision makers and stakeholders. In this article, we use a relatively novel statistical framework, Dynamic Measurement Modeling, that takes both intra- and interindividual student differences across time into account, to demonstrate that while students who receive a short-term intervention in preschool may not differ from a control group in terms of their long-term mathematics outcomes at the end of elementary school, they do exhibit significantly steeper growth curves as they approach their eventual skill level. In addition, this significant improvement of learning rate in elementary school benefited minority (i.e., Black or Latinx) students most, highlighting the critical societal need for research-based mathematics curricula in preschool.

PENGARUH PROBLEM POSING MENGGUNAKAN ALAT PERAGA TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA

<p><em>This study aims to determine the effect of learning model problem posing using props to motivation and mathematics learning outcomes in the geometry subject matter on students VIII grade SMPN 1 Sendang. The approach used is quantitative in the form of experimental research. The results of this study include: (1) results of mathematics learning with conventional learning outcomes in the geometry subject matter on grade VIII students an average of 71.6; (2) the result of learning mathematics with problem posing learningin the geometry subject matter on grade VIII students an average of 77,8; (3) there is influence of problem posing learning model to the result of students learning mathematics which magnitude of 10,3%.</em><em></em></p><p><em>Â </em></p><p><strong><em>Keywords</em></strong><em>: </em><em>problem possing, learning mathematics outcomes</em><em></em></p>

The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement

The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.

A Synthesis of Technology-Mediated Mathematics Interventions for Students With or at Risk for Mathematics Learning Disabilities

With the increasing availability of technology and the emphasis on science, technology, engineering, and mathematics education, there is an urgent need to understand the impact of technology-mediated mathematics (TMM) interventions on student mathematics outcomes. The purpose of this study was to review studies on TMM interventions that target the mathematical outcomes of K–12 students with or at risk for mathematics learning disabilities (MLDs). A review of the literature revealed 19 studies (9 single-case and 10 group/quasi experimental designs) published between 2000 and 2016. Results suggest that TMM interventions had mainly positive results on the mathematics outcomes of students with or at risk for MLD. This study also examined the extent to which principles of explicit instruction were integrated in TMM interventions. While many of the interventions provided frequent practice opportunities with academic feedback, few complemented such practice opportunities with overt demonstrations and explanations of mathematical content. Implications for designing TMM interventions are discussed.