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ERIC Number: EJ1137066
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0574
An Iceberg Model for Improving Mathematical Understanding and Mindset or Disposition: An Individualized Summer Intervention Program
Westensko, Arla; Moyer-Packenham, Patricia S.; Child, Barbara
Journal of Education, v197 n1 p1-9 2017
This study describes 3 years of mathematics intervention research examining the effectiveness of a summer individualized tutoring program for rising fourth-, fifth-, and sixth-grade students with low mathematics achievement. Based on an iceberg model of learning, an instructional framework was developed that identified and targeted students' specific mathematical needs, developed number sense flexibility, and encouraged positive mindset or disposition. Students participated in eight one-on-one tutoring intervention sessions. Pre- and posttest results indicated that students made moderate to large effect size gains in each targeted area of instruction. Additionally, the intervention proved to produce positive results across three different contexts for delivering tutoring instruction.
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A