Investigate the Implementation Fidelity of an Evidence-Based Mathematics Intervention With Tier 2 Elementary Students

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Exploring Educational Processes: Mixed-Methods Research Approaches to Understanding What Matters (Table 5)

Abstract

Researchers have developed Evidence-Based Practices (EBPs) to enhance student math outcomes within the Multi-Tiered Systems of Support (MTSS) framework. However, these EBPs often fail in real school settings due to poor implementation practices. Concerns about whether interventionists implement EBPs with sufficient fidelity persist. Implementation Fidelity (IF) measures how closely program delivery aligns with its intended design. This study investigated the effects and implications of an IF intervention package designed to equip education major students with the necessary skills to implement a mathematics word problem-solving intervention with appropriate fidelity. Additionally, the study explored the real-world experiences encountered by education major students when implementing the intervention in schools and examined practical factors influencing the implementation of mathematics EBPs in rural educational settings.

Authors

• Jingyuan Zhang, East Tennessee State University

• Yan Ping Xin, Purdue University