About this session

Thursday, 11:50 AM - 1:20 PM

Building foundational mathematics knowledge: Pre-kindergarten, elementary, and middle school interventions for learners with mathematics difficulties

From pre-kindergarten to middle school, students build foundational mathematics knowledge that supports their success in mathematics. Because mathematical concepts build on each other, insufficient opportunities for students to establish foundational knowledge may compound difficulties in mathematics throughout schooling and beyond, especially for students with or at risk for mathematics disabilities. This symposium presents four projects spanning the development, evaluation, and replication of mathematics interventions that build foundational knowledge for students with or at risk for mathematics disabilities who are from socioeconomically and racially and ethnically diverse populations. Paper 1 uses a randomized controlled trial (RCT) to replicate the positive impacts of an intensive pre-kindergarten mathematics intervention on early mathematics knowledge. Paper 2 uses an RCT to replicate the efficacy of a kindergarten mathematics intervention on students’ early numeracy skills, with different school locales and student populations from previous efficacy studies, and to examine the effect of intervention onset. Paper 3 uses textbook analysis and teacher focus groups to collaboratively and iteratively develop a grades 3-4 intervention to support students’ mathematics vocabulary development, knowledge, and problem solving. Paper 4 uses an RCT to show the positive impacts of a middle school fraction sense intervention drawing from the cognitive and learning sciences on students’ fraction proficiency and explores considerations for large efficacy studies of teacher-delivered interventions. Together, the set of studies illustrates the development, evaluation, and replication of interventions that support students with or at risk for mathematics disabilities as they build foundational mathematics skills in pre-kindergarten, elementary school, and middle school.

Paper #1
Title	Systematic Replication of Pre-K Mathematics Tutorial: Does the Implementation Delivery Model Matter?
Presenting author	Kylie Flynn, WestEd, United States

Paper #2
Title	Examining the Impact of Intervention Onset of an Early Numeracy Intervention Through Systematic Replication
Presenting author	Benjamin Clarke, University of Oregon, United States

Paper #3
Title	Developing a Mathematics Vocabulary Intervention for Upper Elementary Students with Mathematics Difficulty
Presenting author	Elizabeth Stevens, The University of Kansas, United States

Paper #4
Title	Evaluating the Effectiveness of Fraction Sense Interventions in Schools: Achievements and Obstacles
Presenting author	Nancy C. Jordan, University of Delaware, United States

View all paper details

Session chair
Courtney Pollack, Institute of Education Sciences, United States

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