A Tailored Small Group Instruction Intervention in Mathematics Benefits Low Achievers
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| Title: | A Tailored Small Group Instruction Intervention in Mathematics Benefits Low Achievers |
|---|---|
| Language: | English |
| Authors: | Michael Rosholm, Pia Beck Tonnesen, Klaus Rasmussen, Steffen Overgaard, Julie Vangsøe Faerch, Signe Gottschau Malm, Jimmy Harder (ORCID |
| Source: | npj Science of Learning. 2025 10. |
| Availability: | Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Small Group Instruction, Teaching Methods, Mathematics Instruction, Intervention, Mathematics Achievement, Low Achievement, Instructional Effectiveness, Grade 2, Grade 8, Foreign Countries, Mathematics Skills, Outcomes of Education, Achievement Gains |
| Geographic Terms: | Denmark |
| DOI: | 10.1038/s41539-025-00310-9 |
| ISSN: | 2056-7936 |
| Abstract: | Running two separate two-stage randomized trials, we implement and test three variants of a small group instruction intervention aimed at improving mathematics competencies for the 20% lowest achievers in mathematics in grades 2 and 8 in Danish public schools. We calculate immediate impacts on math competencies as well as impacts in the medium term and conduct cost-effectiveness analyses of the different intervention arms. The context is the Scandinavian welfare state with an already high-quality public school system. Nevertheless, we find very large positive and cost-effective impacts of several intervention variants, some of which persist in the medium term. In particular, interventions in grade 2 tend to persist, while eighth-grade interventions tend to fade out in the medium term. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467910 |
| Database: | ERIC |
| Abstract: | Running two separate two-stage randomized trials, we implement and test three variants of a small group instruction intervention aimed at improving mathematics competencies for the 20% lowest achievers in mathematics in grades 2 and 8 in Danish public schools. We calculate immediate impacts on math competencies as well as impacts in the medium term and conduct cost-effectiveness analyses of the different intervention arms. The context is the Scandinavian welfare state with an already high-quality public school system. Nevertheless, we find very large positive and cost-effective impacts of several intervention variants, some of which persist in the medium term. In particular, interventions in grade 2 tend to persist, while eighth-grade interventions tend to fade out in the medium term. |
|---|---|
| ISSN: | 2056-7936 |
| DOI: | 10.1038/s41539-025-00310-9 |
