Randomized Evaluation of a Supplemental Grade-Wide Mathematics Intervention

Bibliographic Data

ID8220979
AuthorsAmanda Vanderheyden (Education Research & Consulting, Inc), Amanda M Vanderheyden (corresponding author), Tara McLaughlin (0000-0001-9841-9843), James Algina (0000-0001-6924-655X), Patricia Snyder (0000-0003-3325-9732, University of Florida)
Year2012
Volume49
Issue6
Pages1251-1284
Publication date2012-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0002-8312 • E-ISSN: 1935-1011
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0002831212462736
OpenAlexW2098852034
LanguageEN
Citations received4
References cited36

A randomized controlled trial was used to evaluate the effects of a supplemental mathematics intervention that emphasized fluency building for computations and procedures. All fourth- and fifth-grade English-speaking students from a single school district who were participating in general education mathematics instruction and had a 2009 year-end accountability score were included in the study ( N = 537). Assignment to intervention or control conditions occurred at the classroom level with roughly half of classes being assigned to intervention and half being assigned to control conditions within each school. Outcome measures included the 2009 year-end statewide accountability measure in mathematics as well as three computation curriculum-based measurement probes of mathematics administered on three occasions during the school year. Implementation integrity data were collected in intervention classrooms via direct observation, teacher surveys, and monitoring of permanent products. Multilevel linear modeling (MLM) analysis was used to evaluate the effect of the intervention on student mathematics outcomes for all students and for students who were low performing at baseline. Intervention effects were detected at both grade levels (but not on all outcome measures). MLM was also used to evaluate the mediating effect of intervention implementation integrity on intervention effects. The integrity with which the intervention was implemented in intervention classrooms predicted end-of-year standardized measures of mathematics achievement and growth on curriculum-based measures. Implications for mathematics instruction in general and mathematics intervention within response to intervention models are discussed

Accountability · Curriculum · Curriculum development · Curriculum-based measurement · Fluency · Intervention (counseling · Mathematics education · Medical education · Multilevel model · Pedagogy · Randomized controlled trial · Response to Intervention · Special education · Statistics · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Disability Education and Employment · Mathematics · Medicine · Nursing · Psychology

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