A pilot study evidencing the effectiveness of a new maths intervention.
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| Title: | A pilot study evidencing the effectiveness of a new maths intervention. |
|---|---|
| Authors: | Graves, Frances, Stringer, Phil |
| Source: | Educational & Child Psychology. Sep2023, Vol. 40 Issue 3, p6-29. 24p. |
| Subjects: | Mathematics education, Children with disabilities, Special education, Educational psychology, Educational innovations, Teachers' assistants, School children, Elementary education |
| Abstract: | Aim: This study evaluated a maths intervention programme, devised by the first author from psychological research into maths learning, difficulties, and intervention. Method: Using a case series design, the first author collaborated with a Special Educational Needs and Disabilities Co-ordinator (SENDCo) and seven teaching assistants (TAs), who delivered the intervention to nine children (between four- and ten-years-old) of most concern to their teachers. Eight hours of training was provided for the adults, on the psychology of maths learning and use of a diagnostic assessment and intervention framework. Personalised intervention programmes were planned for the children. The adults worked one-to-one with the children, for 15-20 minutes a day, up to five times a week, over ten weeks. Researcher support and observational monitoring visits were provided each week. Pre- and poststandardised assessments were used to assess the intervention's impact on the children's maths achievement. Impact on the adults and children, and possible causal mechanisms, were explored through individual interviews. Findings: Pre-/post- assessments, interview and observational data showed that children's maths levels and attitudes had improved significantly. Thematic analysis evidenced that adults' knowledge, skills, and confidence had increased. Limitations: Limitations include the small-scale nature of the study, coherence across structural elements (diagnostic assessment, framework, plans), lack of specific training on instructional methods, generalisability from out-of-class learning to classroom teaching, and problems associated with the operationalisation of mathematical constructs. Conclusions: This study provides tentative evidence for the programme's effectiveness, feasibility, and potential to address both moderate and severe maths needs, justifying larger-scale evaluation. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 172887307 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A pilot study evidencing the effectiveness of a new maths intervention. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Graves%2C+Frances%22">Graves, Frances</searchLink><br /><searchLink fieldCode="AR" term="%22Stringer%2C+Phil%22">Stringer, Phil</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Sep2023, Vol. 40 Issue 3, p6-29. 24p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers'+assistants%22">Teachers' assistants</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aim: This study evaluated a maths intervention programme, devised by the first author from psychological research into maths learning, difficulties, and intervention. Method: Using a case series design, the first author collaborated with a Special Educational Needs and Disabilities Co-ordinator (SENDCo) and seven teaching assistants (TAs), who delivered the intervention to nine children (between four- and ten-years-old) of most concern to their teachers. Eight hours of training was provided for the adults, on the psychology of maths learning and use of a diagnostic assessment and intervention framework. Personalised intervention programmes were planned for the children. The adults worked one-to-one with the children, for 15-20 minutes a day, up to five times a week, over ten weeks. Researcher support and observational monitoring visits were provided each week. Pre- and poststandardised assessments were used to assess the intervention's impact on the children's maths achievement. Impact on the adults and children, and possible causal mechanisms, were explored through individual interviews. Findings: Pre-/post- assessments, interview and observational data showed that children's maths levels and attitudes had improved significantly. Thematic analysis evidenced that adults' knowledge, skills, and confidence had increased. Limitations: Limitations include the small-scale nature of the study, coherence across structural elements (diagnostic assessment, framework, plans), lack of specific training on instructional methods, generalisability from out-of-class learning to classroom teaching, and problems associated with the operationalisation of mathematical constructs. Conclusions: This study provides tentative evidence for the programme's effectiveness, feasibility, and potential to address both moderate and severe maths needs, justifying larger-scale evaluation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2023.40.3.6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 6 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Children with disabilities Type: general – SubjectFull: Special education Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Teachers' assistants Type: general – SubjectFull: School children Type: general – SubjectFull: Elementary education Type: general Titles: – TitleFull: A pilot study evidencing the effectiveness of a new maths intervention. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Graves, Frances – PersonEntity: Name: NameFull: Stringer, Phil IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Educational & Child Psychology Type: main |
| ResultId | 1 |
