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Teaching struggling students mathematics online via explicit instruction.

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Title: Teaching struggling students mathematics online via explicit instruction.
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]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching struggling students mathematics online via explicit instruction.
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2022, Vol. 66 Issue 2, p126-135. 10p. 1 Diagram, 1 Chart, 2 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teaching%22">Student teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+problems+%26+exercises%22">Mathematics problems & exercises</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink>
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  Label: Abstract
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  Data: 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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  Label:
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=156246537
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        Value: 10.1080/1045988X.2021.1980852
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 126
    Subjects:
      – SubjectFull: Explicit instruction
        Type: general
      – SubjectFull: Mathematics students
        Type: general
      – SubjectFull: Student teaching
        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Mathematics problems & exercises
        Type: general
      – SubjectFull: Mathematics education
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      – SubjectFull: Virtual reality
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      – TitleFull: Teaching struggling students mathematics online via explicit instruction.
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            NameFull: Long, Holly
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            NameFull: Jakubow, Larissa
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            – D: 01
              M: 04
              Text: 2022
              Type: published
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            – TitleFull: Preventing School Failure
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