Teaching struggling students mathematics online via explicit instruction.
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| Title: | Teaching struggling students mathematics online via explicit instruction. |
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| Authors: | Bouck, Emily C.1 (AUTHOR), Long, Holly1 (AUTHOR), Jakubow, Larissa1 (AUTHOR) |
| Source: | Preventing School Failure. 2022, Vol. 66 Issue 2, p126-135. 10p. 1 Diagram, 1 Chart, 2 Graphs. |
| Subject Terms: | *Explicit instruction, *Mathematics students, *Student teaching, *COVID-19 pandemic, *Mathematics problems & exercises, *Mathematics education, Virtual reality |
| Abstract: | Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020—extending into 2021—found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit instruction and the system of least prompts to teach elementary students (grades second through sixth) at-risk or struggling with mathematics online to solve mathematical problems at their individual area of struggle. In both studies, students learned to solve their targeted mathematical problems with 100% accuracy and over 90% independence. Students were able to maintain their skill accuracy at 80% or higher for two weeks post intervention. Also, they successfully generalized to solving problems in related mathematical areas without instruction. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020—extending into 2021—found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit instruction and the system of least prompts to teach elementary students (grades second through sixth) at-risk or struggling with mathematics online to solve mathematical problems at their individual area of struggle. In both studies, students learned to solve their targeted mathematical problems with 100% accuracy and over 90% independence. Students were able to maintain their skill accuracy at 80% or higher for two weeks post intervention. Also, they successfully generalized to solving problems in related mathematical areas without instruction. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1045988X |
| DOI: | 10.1080/1045988X.2021.1980852 |
