Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students With Mathematics Difficulties: A Randomized Experiment

• In Event: Roundtable Session 33
  In Roundtable Session: Special Education and Mathematics

Abstract

This study compared the efficacy of small group tutoring using either a school-provided standards-based curriculum (SBC) or schema-based instruction (SBI), which emphasized the underlying mathematical structure of additive problems. Third-grade students with mathematics difficulty (MD) scoring below proficiency level on a district accountability mathematics assessment were assigned randomly to treatment groups. Results revealed that students using SBI materials had statistically higher mean scores on the word problem solving (WPS) posttest (d = +0.48). No effects were found on the WPS retention test (6 weeks later) and number combinations. On the district administered mathematics achievement test, the effect for condition was not statistically significant (p = .051); however, the practical significance (d = +0.38) of SBI to impact transfer is encouraging.

Authors

• Asha K. Jitendra, University of Minnesota

• Michael C. Rodriguez, University of Minnesota

• Danielle Nicole Dupuis, University of Minnesota - Twin Cities