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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 0009-0003-4983-716X)
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
FullText Text:
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  Data: A Tailored Small Group Instruction Intervention in Mathematics Benefits Low Achievers
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  Data: 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/
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  Data: 11
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  Data: 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.
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  Data: 2025
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  Data: EJ1467910
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        Value: 10.1038/s41539-025-00310-9
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      – Text: English
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      – SubjectFull: Small Group Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Denmark
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