NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ844910
Record Type: Journal
Publication Date: 2009-May
Pages: 34
Abstractor: As Provided
Reference Count: 97
ISBN: N/A
ISSN: ISSN-0748-8491
Addressing Mathematics Computation Problems: A Review of Simple and Moderate Intensity Interventions
Codding, Robin S.; Hilt-Panahon, Alexandra; Panahon, Carlos J.; Benson, Jaime L.
Education and Treatment of Children, v32 n2 p279-312 May 2009
In order for school professionals to make informed decisions about appropriate interventions, it is imperative that they are informed as to what is available to aid students. The purpose of the present literature review was to examine specific interventions that could be employed with students identified as needing additional support in mathematics. The focus was on computation interventions (e.g., simple or moderate intensity) that could be implemented within the structure of the classroom utilizing the resources available and skills of school professionals. Thirty-seven studies were identified that met inclusion criteria. Results of this review indicate that there are numerous interventions with documented effectiveness at these levels of intensity for students needing additional mathematics support. These interventions were shown to be effective, with most studies demonstrating moderate to large effect sizes. In addition, interventions could be implemented with relatively little time, resources, and training. Implications for future research and practice are discussed. (Contains 4 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A