ERIC Number: ED528685
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 11
Examining the Impact of Child x Instruction Interactions in First Grade
Crowe, Elizabeth Coyne; Connor, Carol McDonald; Mazzocco, Michele M. M.
Society for Research on Educational Effectiveness
The purpose of this research is to examine whether the effect of mathematics instructional strategies depends on first graders' entering mathematics skills. In particular, the authors compare Saxon Math, which is a highly scripted whole class mathematics core curriculum and Saxon Math supplemented with student/peer assisted learning opportunities. The following research questions guided the study: (1) What is the effect of student/peer managed learning strategies in combination with a core mathematics curriculum on mathematical fluency and applied mathematic skills compared to the core curriculum alone? (2) What is the nature and variability of instruction provided within first grade classrooms and how do amounts and types of mathematics instruction vary depending on treatment condition?
Descriptors: Mathematics Curriculum, Core Curriculum, Learning Strategies, Mathematics Skills, Grade 1, Mathematics Instruction, Teaching Methods, Elementary School Students, Comparative Analysis, Peer Teaching, Program Effectiveness, Mathematics Achievement, Scores
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Publication Type: Reports - Research
Education Level: Elementary Education; Grade 1
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Cited: ED565884