Peer reviewed
Download full textERIC Number: EJ1240170
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1175-9232
EISSN: N/A
SPRING into Maths: Working Collaboratively to Implement a Tier 2 Support System That Improves Student Achievement in Mathematics
Perera, Druinie M.; Fepulea'i, Michelle; Ley, Dianne
Kairaranga, v20 n1 p24-32 2019
Research into the effectiveness of SPRING into Maths as a Tier 2 intervention is limited. This article aims to extend the evidence base for SPRING into Maths through reflective practice that links practitioner voice with theory. The article applies a theoretical lens to SPRING into Maths and provides insights into the journey of a group of practitioners who worked collaboratively to implement SPRING into Maths as a Tier 2 support system at Tamaki Primary School in Auckland.
Descriptors: Mathematics Education, Mathematics Achievement, Mathematics Instruction, Instructional Effectiveness, Intervention, Theory Practice Relationship, Numeracy, Constructivism (Learning), Culturally Relevant Education, Cooperative Learning, Problem Solving, Self Efficacy, Elementary School Mathematics, Elementary School Students, Foreign Countries, Program Implementation
Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A
