Sarah Powell, a principal investigator in MCPER's Mathematics Institute, has won the Samuel A. Kirk Award for the best practice article of 2015 in the journal Learning Disabilities Research & Practice.
Powell co-authored "Intensive Intervention in Mathematics" with Lynn Fuchs of Vanderbilt University. For a description and full citation of the article, visit the MCPER Library. For more information or to obtain the article, visit the journal's website.
Powell joins Eunsoo Cho and colleagues, who won the Kirk Award for the research category.
Diane Pedrotty Bryant, director of the MCPER Mathematics Institute for Learning Disabilities and Difficulties, recently delivered a Distinguished Lecture and Distinguished Research Talk on mathematics and students with mathematics difficulties and disabilities at Purdue University. The talks were supported by funding from that National Science Foundation and the Purdue University College of Education Office of Discovery and Faculty Development to Purdue's Dr. Yan Ping Xin.
MCPER has received a $3 million federal grant to test a word problem intervention for third-graders with or at risk for mathematics difficulties.
The new 3-year project—Developing Connections Between Word Problems and Mathematical Equations to Promote Word Problem Performance Among Students With Mathematics Difficulty—will assess whether equation-solving instruction conducted within the context of word problem intervention leads to improved word problem solving for this population of students. Each year, the project will recruit 150 third-grade students with or at risk for mathematics difficulties and provide individual intervention to 100 students. Sarah Powell with serve as principal investigator of the project, with Marcia Barnes as the co-principal investigator, MCPER Associate Director Greg Roberts as the methodologist, and Lynn Fuchs of Vanderbilt University and Jon Star of Harvard University as consultants.
The funding is from the National Center for Special Education Research within the Institute of Education Sciences, the research arm of the U.S. Department of Education.
MCPER is well represented in the latest edition of the journal Intervention in School and Clinic—the special issue "Mathematics Interventions: Translating Research Into Practice."
Mathematics Institute for Learning Disabilities and Difficulties Director Diane Bryant, Fellow Brian R. Bryant, and former Project Manager Kathleen Hughes Pfannenstiel were the guest editors for the special issue. The three also penned the Introduction, in which they write that the purpose of the special issue is to "provide content knowledge about specific mathematics skills and concepts, and evidence-based practices for teaching this content to students who have [a mathematics learning disability] or are struggling with mathematics but may not have an identified mathematics disability." They also offer brief synopses of the five articles in the issue.
Institute Fellow Sarah Powell wrote the article "The Influence of Symbols and Equations on Understanding Mathematical Equivalence," in which she examines the misunderstanding of mathematics symbols, particularly the equal sign, as a "potential contributing factor to lower mathematics performance."
Institute Fellow Barb Dougherty, Diane Bryant, Brian R. Bryant, Pfannenstiel, and two colleagues in Project AIM wrote "Developing Concepts and Generalizations to Build Algebraic Thinking: The Reversibility, Flexibility, and Generalization Approach." This article explores "three types of questions—reversibility, flexibility, and generalizations—[that] support the acquisition of broader concepts leading to algebraic thinking" and provides examples of the question types in relation to rational numbers and integers to help teachers of students with learning disabilities.
Finally, Pfannenstiel, Diane Bryant, Brian R. Bryant, and former Project Coordinator Jennifer Porterfield contributed the article "Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students." In this article, the authors describe Math Scene Investigator, an example of a cognitive strategy suitable for teaching word problem solving to primary-level students with mathematics difficulties and learning disabilities.
For more information, visit the Intervention in School and Clinic website.
Tags: Mathematics and Science Institute for Students With Special Needs  The Validation of Early Mathematics Interventions Algebra-Readiness Mathematics Intervention for Middle School Students: Project AIM
Several current and former researchers with the MCPER Mathematics Institute for Learning Disabilities and Difficulties—along with colleagues from MCPER, UT Austin, and other institutions—have published three research papers in peer-reviewed journals.
The Journal of Learning Disabilities accepted for publication a paper authored by Mathematics Institute Fellow Brian R. Bryant and Director Diane Pedrotty Bryant, UT Austin Department of Special Education graduates Jennifer Porterfield and Minyi Shih, MCPER Autism Spectrum Disorders Institute Fellow Terry Falcomata, UT Austin Department of Educational Psychology students Courtney Valentine and Chelsea Brewer, and independent consultant Kathy Bell. "The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties" examines an intensive intervention program that proved successful in helping young children with serious mathematics difficulties learn fundamental numeracy skills.
The Journal of Behavioral Education accepted for publication an article by Brian Bryant, Department of Special Education graduate student Min Wook Ok, Mathematics Institute researcher Eunyoung Kang, MCPER Reading Institute researcher Min Kyung Kim, Autism Institute Fellow Russell Lang, Diane Bryant, and Mathematics Institute Principal Investigator Kathleen Pfannenstiel. Their article, "A Multi-Dimension Comparison of Mathematics Interventions for 4th Grade Students With Learning Disabilities," compared mathematics teacher-direct instruction, iPad applications, and a combined approach with fourth-grade students with mathematics learning disabilities. Findings showed that teacher-direct instruction and the combined approach produced more favorable results, but student social validity data supported the iPad applications.
Ok, Brian Bryant, and first author Kavita Rao of the University of Hawaii published an article in Remedial and Special Education. "A Review of Research on Universal Design Educational Models" provided a critical analysis of universal design for learning research conducted with school-age and postsecondary students.
MCPER Dropout Prevention Institute Fellow Andrea Flower, former Mathematics Institute researchers John McKenna and Colin Muething, and current Mathematics Institute Director Diane Bryant and Fellow Brian Bryant have published findings that suggest the Good Behavior Game can be used in high school classrooms to reduce classwide off-task behavior. “Effects of the Good Behavior Game on Classwide Off-Task Behavior in a High School Basic Algebra Resource Classroom” was published online ahead of an upcoming print version of the journal Behavior Modification. Flower, Bryant, and Bryant are faculty members in the UT Austin Department of Special Education, and McKenna is a recent graduate. Muething is a student in the UT Department of Educational Psychology.
MCPER's Mathematics Institute for Learning Disabilities and Difficulties has posted online and made available for download its intervention modules on critical algebra-readiness concepts and skills for educators to use when teaching students with mathematics difficulties. Visit the Mathematics Institute website to learn more about and download the Middle School Students in Texas: Algebra Ready (MSTAR) modules. MSTAR materials available online include lessons, vocabulary activities, and progress-monitoring measures.
Diane Pedrotty Bryant, director of MCPER's Mathematics Institute for Learning Disabilities and Difficulties, was an invited speaker at a regional conference of the National Council of Teachers of Mathematics in November in Louisville, Kentucky. Her presentation, "RTI: Tier II Intervention Lessons for Elementary Students," explored evidence-based instructional practices for elementary students who struggle to learn essential mathematics concepts. For more information, visit the conference website.
Former MCPER researcher Mikyung Shin and Mathematics Institute Director Diane Bryant have co-authored a paper to be published in the Journal of Learning Disabilities. "A Synthesis of Mathematical and Cognitive Performances of Students With Mathematics Learning Disabilities" synthesizes the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no LD. The study has been published online ahead of the upcoming print version.
Mathematics Institute Director Diane Bryant has been invited to speak at the National Council of Teachers of Mathematics 2013 regional conference from November 6 to 8 in Louisville, Kentucky. Bryant will present "RtI: Tier II Intervention Lessons for Elementary Students." For more information, visit the conference website.