Description
This study reports findings of an integer module intervention. The authors provide the effects of the integers module lessons intervention on the mathematics performance of seventh-grade students with mathematics difficulties. They analyze the mathematics interventionists’ and their students’ perspectives about the integer module to help explain the findings. A total of 908 students participated in the study and were randomized to one of two conditions. The research design was class-randomized with classes allocated to the treatment or control condition. The analyses showed that the condition predicted students’ slope estimate, on average (β = 0.61, p = .004) where students receiving treatment made greater gains than students in the control condition. Both interventionists and students had overall positive ratings of the intervention components. Implications of these findings are discussed.
Citation
Bryant, D. P., Bryant, B. R., Dougherty, B., Roberts, G., Pfannenstiel, K. H., & Lee, J. (2020). Mathematics performance on integers of students with mathematics difficulties. Journal of Mathematics Behavior. Advance online publication. https://doi.org/10.1016/j.jmathb.2020.100776