Evaluation of the effects of a curriculum-based math intervention package with elementary school-age students in a summer academic clinicHoda, Nicholas E 09 December 2006 (has links)
The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package versus the effects of immediate corrective feedback with elementary school students who were performing at least one year below grade level in mathematics. Students were participants in a one-month summer academic clinic for remediation of reading, writing, and mathematics deficits held at a university in the southeastern United States. A combined-series multiple baseline design across participants was used to evaluate the effects of both interventions for gains in fluency as measured by digits correct per minute on one minute curriculum-based measurement probes. Implications for implementation in applied settings and future research are provided.
The Utility of Immediate and Delayed Feedback within the Math to Mastery Intervention Package in a School SettingMiller, Marylyn Woods 13 December 2014 (has links)
The purpose of this study was to use a single subject research design to examine the effects of immediate feedback and delayed feedback within the Math to Mastery Intervention Package. The participants were 6 elementary school students who were performing approximately 1 year below grade level in math. A combined simple phase change design was used for the study. 3 of the students experienced the design in the A/B/A/C order, while the other 3 students experienced the design in a reversed order for B and C. During this study, ‘A’ represented the baseline phase and the return to baseline phase, ‘B’ represented the immediate feedback intervention phase, and ‘C’ represented the delayed feedback intervention phase. Each feedback phase was implemented separately for up to 4 weeks for each student. The final phase of intervention for each student included use of the most effective intervention condition after the student was exposed to both intervention feedback conditions. 2 weeks after the best intervention, follow-ups were conducted to determine if the students were able to maintain the skills that they were taught during the intervention. Results revealed that both intervention conditions were successful for addressing deficits in math academic performance. Improvement was seen for all 6 students with increases in digits correct per minute on single skill math worksheets, single skill math progress worksheets, and multiple skill math progress worksheets. Implications for school leadership within school settings are provided.
09 August 2022
Math to Mastery (MTM) is a multi-component math intervention that has demonstrated effective results in building math fluency and skill acquisition. Few studies have explored the use of brief experimental analysis (BEA) procedures to create an individualized, abbreviated MTM intervention to address skill deficits in basic math. The purpose of this current study is to analyze the utility of randomizing BEA procedures to effectively identify necessary mathematic components to create a more efficient intervention that will yield the highest math gains among participants. Researchers used an alternating treatment design with an extended analysis phase to address basic math skills. Participants included three grade school students with difficulty across different core math skills including addition, subtraction, multiplication, and division. Overall, this study yielded mixed results. Results indicated an abbreviated MTM intervention was effective for 1 out of 3 participants. Results, limitations, implications, and future research are also discussed.
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