Journal Article10.1177/0731948712438557
Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles.
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TL;DR: In this article, a review builds on earlier research that evaluated the curricular features of core math programs to improve the performances of students with or at risk for mathematics difficulties and concluded that curricular feature evaluation can improve the performance of students.
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Abstract: The present review builds on earlier research that evaluated the curricular features of core math programs to improve the performances of students with or at risk for mathematics difficulties. In t...
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Citations
The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis:
TL;DR: In this paper, the authors identify what practices are evidence based and for whom in education, different sets of quality indicators and evidence-based practice for education, and for what purpose.
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Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. Q&A with Ben Clarke Ph.D and Paul Riccomini, Ph.D. REL Mid-Atlantic Event.
Ben Clarke,Paul Riccomini +1 more
- 22 Mar 2013
TL;DR: Fuchs et al. as mentioned in this paper suggest using concrete objects more extensively in the initial stages of learning to reinforce the understanding of basic concepts and operations, and use concrete objects when visual representations do not seem sufficient in helping students understand mathematics at the more abstract level.
Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention
Ben Clarke,Christian T. Doabler,Keith Smolkowski,Evangeline Kurtz Nelson,Hank Fien,Scott K. Baker,Derek B. Kosty +6 more
TL;DR: The authors examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics.
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Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention.
TL;DR: Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant, and projecting impacts 2 years later based on nonexperimental estimates of effects of first- grade math skills overestimates long-term intervention effects.
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Examining Teachers' Use of Evidence-Based Practices During Core Mathematics Instruction
Christian T. Doabler,Nancy J. Nelson,Derek B. Kosty,Hank Fien,Scott K. Baker,Scott K. Baker,Keith Smolkowski,Ben Clarke +7 more
TL;DR: The extent to which teachers implement evidence-based practices, such as explicit instruction, is critical for improving students' mathematics achievement as discussed by the authors, and the purpose of this study was to examine...
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