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Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated with Improved Domain General Skills?

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Title: Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated with Improved Domain General Skills?
Language: English
Authors: Lina Shanley (ORCID 0000-0001-6243-374X), Ben Clarke, Derek Kosty (ORCID 0000-0002-9792-3383), Jessica Turtura (ORCID 0000-0002-6030-3308), Madison Cook (ORCID 0000-0003-0195-7587), Marah Sutherland (ORCID 0000-0002-6108-8515), Keith Smolkowski
Source: Grantee Submission. 2024.
Peer Reviewed: Y
Page Count: 43
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A160046
R324A090341
Document Type: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Mathematics Skills, Mathematics Achievement, Mathematics Instruction, Skill Development, Intervention, Grade 1, At Risk Students, Elementary School Students, Program Effectiveness, Teacher Student Ratio
Geographic Terms: Oregon, Massachusetts (Boston), Oregon (Portland)
Assessment and Survey Identifiers: Wechsler Preschool and Primary Scale of Intelligence
Abstract: Early mathematics achievement sets the stage for a range of important academic and career outcomes. As efforts to improve elementary mathematics instruction have increased, efforts to better understand how students develop mathematics knowledge and why students respond to mathematics instruction have also emerged. Given known correlations between domain general skills and mathematics achievement, the current study explored the development of domain general skills and mathematics learning in the context of a mathematics intervention efficacy trial to better understand relations between academic gains and the development of domain general skills. This study examined the concurrent development of domain general skills and mathematics skills for 470 first-grade students at risk for mathematics difficulties in the context of a mathematics intervention study. Results indicated that although students demonstrated gains in domain general and mathematics skills, domain general skill gains were not statistically significantly associated with gains in mathematics achievement. In addition, students who received mathematics intervention did not demonstrate greater gains in domain general skills, despite the positive effect of mathematics intervention on mathematics skills. Implications for mathematics instruction, curriculum development, and future research are discussed. [This paper will be published in the "Journal of Educational Psychology."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED665098
Database: ERIC
FullText Text:
  Availability: 0
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DbLabel: ERIC
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AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
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  Data: Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated with Improved Domain General Skills?
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Lina+Shanley%22">Lina Shanley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6243-374X">0000-0001-6243-374X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ben+Clarke%22">Ben Clarke</searchLink><br /><searchLink fieldCode="AR" term="%22Derek+Kosty%22">Derek Kosty</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9792-3383">0000-0002-9792-3383</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Turtura%22">Jessica Turtura</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6030-3308">0000-0002-6030-3308</externalLink>)<br /><searchLink fieldCode="AR" term="%22Madison+Cook%22">Madison Cook</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0195-7587">0000-0003-0195-7587</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marah+Sutherland%22">Marah Sutherland</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6108-8515">0000-0002-6108-8515</externalLink>)<br /><searchLink fieldCode="AR" term="%22Keith+Smolkowski%22">Keith Smolkowski</searchLink>
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 43
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: R324A160046<br />R324A090341
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  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Ratio%22">Teacher Student Ratio</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22Massachusetts+%28Boston%29%22">Massachusetts (Boston)</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon+%28Portland%29%22">Oregon (Portland)</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Wechsler+Preschool+and+Primary+Scale+of+Intelligence%22">Wechsler Preschool and Primary Scale of Intelligence</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Early mathematics achievement sets the stage for a range of important academic and career outcomes. As efforts to improve elementary mathematics instruction have increased, efforts to better understand how students develop mathematics knowledge and why students respond to mathematics instruction have also emerged. Given known correlations between domain general skills and mathematics achievement, the current study explored the development of domain general skills and mathematics learning in the context of a mathematics intervention efficacy trial to better understand relations between academic gains and the development of domain general skills. This study examined the concurrent development of domain general skills and mathematics skills for 470 first-grade students at risk for mathematics difficulties in the context of a mathematics intervention study. Results indicated that although students demonstrated gains in domain general and mathematics skills, domain general skill gains were not statistically significantly associated with gains in mathematics achievement. In addition, students who received mathematics intervention did not demonstrate greater gains in domain general skills, despite the positive effect of mathematics intervention on mathematics skills. Implications for mathematics instruction, curriculum development, and future research are discussed. [This paper will be published in the "Journal of Educational Psychology."]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED665098
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED665098
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teacher Student Ratio
        Type: general
      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Massachusetts (Boston)
        Type: general
      – SubjectFull: Oregon (Portland)
        Type: general
      – SubjectFull: Wechsler Preschool and Primary Scale of Intelligence
        Type: general
    Titles:
      – TitleFull: Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated with Improved Domain General Skills?
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Lina Shanley
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            NameFull: Ben Clarke
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            NameFull: Derek Kosty
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            NameFull: Jessica Turtura
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            NameFull: Madison Cook
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            NameFull: Marah Sutherland
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            NameFull: Keith Smolkowski
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          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 2024
          Titles:
            – TitleFull: Grantee Submission
              Type: main
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