ERIC Number: ED557579
Record Type: Non-Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 15
Teaching Strategies for Effective Fifth Grade Math Intervention
Zank, Alicia A.
The purpose of the study is to determine what effects explicit and systematic math intervention instruction will have on student's performance on math assessments. The study will focus on a small group of fifth grade students that have been identified as needing targeted intervention (tier 2) and intensive interventions (tier 1) through the Response to Intervention (RtI) process. During a scheduled daily thirty minute math intervention block, the researcher will focus on using explicit and systematic instruction to help students make progress and close gaps in the area of mathematics. To track student data and ensure consistency, the researcher will utilize an instructional checklist, progress monitoring assessment, student interest survey, and behavior monitoring checklist. The desired outcome will produce results about instructional practices and strategies that help students with math deficiencies to make progress. The following are appended: (1) Data Collection Matrix; (2) Data Collection Tool 1: Instructional Strategy Checklist; (3) Data Collection Tool 2: Diagnostic Assessment/Progress Monitoring Tool; (4) Data Collection Tool 3: Interest Survey; (5) Data Collection Tool 4: Student Behavior Notes; (6) Data Collection Timeline; and (7) Data Tables.
Descriptors: Intervention, Mathematics Instruction, Grade 5, Response to Intervention, Check Lists, Teaching Methods, Data Collection, Matrices, Surveys, Student Behavior, Action Research, Rural Schools, Disadvantaged Youth, Mathematics Achievement, Qualitative Research, Statistical Analysis, Progress Monitoring, Student Evaluation, Formative Evaluation, Summative Evaluation, Pretests Posttests
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A