What Can We Learn From Teachers Implementing FUSION (Foundations of Mathematical Understanding: Developing a Strategic Intervention on Whole Number Concepts)? Formative Evaluation of a Developing First-Grade Mathematics Intervention

• In Event: Poster Session 20
  In Poster Session: Effective Mathematics Teaching for Maximizing Learning Opportunities

Abstract

Project FUSION illustrates two strategies for fostering the use of educational research in the classroom: developing curriculum through a ‘design science’ approach with ongoing involvement and professional feedback from current teachers. We discuss our work (a) developing FUSION -- a 60-lesson intervention program that fosters students’ procedural fluency and conceptual understanding of whole number concepts, (b) assessing whether lessons were feasible for educators to implement in first-grade classrooms, and (c) examining its potential efficacy. We will describe FUSION’s research-based instructional design principals and content as well as our iterative phases of development and evaluation. We will present data regarding implementation fidelity, teacher perceptions and critiques, and student performance. We will discuss our experience translating research-based principles to classroom instruction.

Authors

• Mari Strand Cary, University of Oregon - Center on Teaching and Learning

• Christian Doabler, University of Oregon

• Ben Clarke, University of Oregon

• Francis J. Fien

• Scott K. Baker, Center on Teaching and Learning

• Kathleen Jungjohann, University of Oregon

• Tricia Berg, University of Oregon