Project AIM is recruiting schools for 2020–2021 school year
October 2, 2020
Project AIM is seeking sixth-grade mathematics interventionists to partner in a 1-year algebra-readiness intervention study. Project AIM is designed to help struggling learners improve their mathematics achievement and reach grade-level performance.
To qualify, schools must have at least one math interventionist who teaches at least two class periods of students struggling in math. This randomized control trial study also requires comparison classes.
The Project AIM staff developed four intervention modules to improve students' mathematics performance through conceptual understanding, problem-solving ability, and self-regulation skills. Participating schools will receive all instructional materials upon completion of the study, allowing teachers to use the research-validated practices in subsequent years. In-person classes will be provided class materials. Online-based classes will be provided digital versions of materials. In addition, participating teachers will receive an $800 stipend and a half-day of professional development.
Project AIM is seeking sixth-grade mathematics interventionists to partner in a 1-year algebra-readiness intervention study.
To qualify, schools must have at least one math interventionist who teaches at least two class periods of students struggling in math. This randomized control study also requires comparison classes.
Project AIM has developed four intervention modules to improve students' mathematics performance through conceptual understanding, problem-solving ability, and self-regulation skills. Participating schools will receive electronic copies of all instructional materials upon completion of the study, allowing them to use the research-validated practices in subsequent years. In addition, participating teachers will receive a $300 to $400 stipend and a half-day of professional development.
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
MCPER Mathematics Institute Fellows Barbara Dougherty and Karen Karp will lead a symposium titled "2b or Not 2b: Preparing for Algebra in Multitiered Systems of Support" from 9 a.m. to 2:30 p.m. on February 20 in Thompson Conference Center Room 3.122. The symposium will focus on research-based strategies that can support student understanding at the conceptual and procedural levels. The researchers also will share assessments that target misunderstandings and link them to student learning. Free parking is available; for more information, visit the Thompson Conference Center website. To RSVP, send an e-mail with "Algebra" in the subject line to firstname.lastname@example.org.
Dougherty is co-author of the Essential Understanding series published by National Council of Teachers of Mathematics (NCTM), a former board member of NCTM, and the Richard G. Miller Endowed Chair of Mathematics Education at the University of Missouri.
Karp is the co-author of Elementary and Middle School Mathematics: Teaching Developmentally (8th ed.), a former board member of NCTM, and a professor in mathematics education at the University of Louisville.
Tags: Mathematics and Science Institute for Students With Special Needs  Algebra I Supplemental Instruction for Students With Learning Disabilities at the High School Level: Observations and Intervention Algebra-Readiness Mathematics Intervention for Middle School Students: Project AIM
MCPER has received a $1.5 million federal grant to improve the algebra readiness of sixth- and seventh-grade struggling students. The 3-year Institute of Education Sciences grant will fund a new Mathematics Institute initiative, Project AIM. The project will create algebra-readiness intervention modules (AIMs) for students who score below the 25th percentile on a mathematics screening measure. About 500 students and 24 intervention teachers at middle schools in Texas and Missouri are expected to participate. The project will lead trials and feasibility studies at the schools during the first 2 years of the grant. Then, the project will develop and refine the modules, based on student outcomes and teacher satisfaction. Small-scale experimental studies will take place in the third year.
MCPER's Mathematics Institute recently received a $1.4 million grant from the Institute of Education Sciences (IES) for Project AIM: Algebra-Readiness Intervention Modules for At-Risk Students. The purpose of this 3-year project is to develop two sets of instructional modules that focus on mathematics concepts and skills important for success in algebra. More information about Project AIM is available on the IES website.
In addition, MCPER is a partner in the new Center on Secondary Education for Students with Autism Spectrum Disorders, housed at the University of North Carolina at Chapel Hill and also funded by IES. During the development phase, MCPER will adapt and test the feasibility of Collaborative Strategic Reading for high school students with autism spectrum disorders in academic content area courses. This effort will be part of a larger school- and community-based comprehensive treatment model to be developed and tested in years 3–5. More information about the center is available on the IES website.
Tags: Autism Spectrum Disorders Institute Mathematics and Science Institute for Students With Special Needs  Algebra-Readiness Mathematics Intervention for Middle School Students: Project AIM Center on Secondary Education for Students With Autism Spectrum Disorders