Programs or Practices that meet the Level 1 Criteria for Best Practices
Please click on the results column to read the article.
AUTHOR |
SOURCE |
PROGRAM OR PRACTICE |
STUDENT LEVEL |
DEMOGRAPHICS/SAMPLE SIZE |
RESULTS |
|---|---|---|---|---|---|
| Blatto-Vallee, G., Kelly, R.R., Gaustaud, M.G., Porter, J., & Fonzi, J. | Journal of Deaf Studies and Deaf Education, 2007 | Measuring deaf and hearing students’ visual-spatial representation in mathematics problem solving | Secondary and college level | 305 deaf and hearing students | Overall, hearing students generally utilized visual-spatial schematic representations more than deaf students. |
| Debellis, V.A. & Goldin, G.A. | Educational Studies in Mathematics, 2006 | Five clinical, task-based interviews were conducted with the individual children, across two years. To measure affect and meta-affect in mathematical problem solving | Elementary level | Four children aged 9 to 10 | Affect has meaning and one must attend to meta affect in order to understand the affect and its meaning. |
| Fuchs, L., Seethalar, P., Powell, S., Puchs, D., Hamlett, C., Fletcher, J. | Exceptional Children, 2008 | Preventative tutoring (Math Advantage) was used to aid in the mathematical problem solving of third grade students with math and reading difficulties. | Elementary Students | 35 3rd graders from 18 classrooms with math and reading difficulties | Students who received 15 hours of explicit schema-broadening preventative tutoring (over period of 12 weeks) showed significantly more improvement than the students in the control group. |
| Irwin, K. | Journal for Research in Mathematics Education, 2001 | Using everyday knowledge of decimals to enhance understanding for lower income students from ethnically diverse backgrounds. | Elementary Students | 16 New Zealand students from one elementary class with lower economic status from various ethnic groups and cultures. | There was a significant difference between pretest and posttest results as well as a significant difference between high ranking students and low ranking students. |
| Moschkovich, J.N. | Educational Studies in Mathematics, 2004 | The use of tutoring and technology to learn functions | Secondary student(s) | A 16 year old female who was participating in a university summer math program | The analysis shows that the student appropriated the goals for several tasks initially introduced through joint problem solving with the tutor. Appropriation involved achieving a shared focus of attention, developing shared means for utterances, and using new actions and goals. |
| Moseley, B. | Educational Studies in Mathematics, 2005 | Problem solving with rational numbers using single and multiple perspectives and how to advance student knowledge and skills in these areas | Elementary level | 5 fourth grade classes from two elementary schools | Students did show a tendency to use the perspective presented to them in the curriculum and (2) results did show different trends in their knowledge. |
| Sharp, J. & Adams, B. | Journal of Educational Research, 2002 | Elementary level | One fifth-grade mathematics class of 23 students | Children built more sophisticated knowledge on existing informal experiences form their personal realistic worlds. | |
| Woodward, J., Monroe, K., & Baxter, J. | Learning Disability Quarterly, 2001 | Use of the Everyday Mathematics program to enhance student achievement on performance assessments in mathematics | Elementary level | Seven 4th grade teachers and their students (n=182); 11 were students with learning disabilities | Combining the focus of problem solving in the as hoc tutoring sessions and the class wide practice on performance assessment led to positive effects over time. |
