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ERIC Number: EJ1063552
Record Type: Journal
Publication Date: 2015-Jun
Pages: 22
Abstractor: As Provided
Reference Count: 85
ISBN: N/A
ISSN: ISSN-0162-3737
Which Instructional Practices Most Help First-Grade Students with and without Mathematics Difficulties?
Morgan, Paul L.; Farkas, George; Maczuga, Steve
Educational Evaluation and Policy Analysis, v37 n2 p184-205 Jun 2015
We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement--three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in the first-grade classrooms were associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted effect sizes [ESs] = 0.05-0.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = 0.03-0.04). First-grade teachers in the United States may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: R324A120331; R24HD041025-11