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Making Connections in Mathematics

Conceptual Mathematics Intervention for Low-Performing Students

University of Oregon, Eugene, lketterl{at}uoregon.edu.

David J. Chard

Southern Methodist University, Dallas, Texas

Hank Fien

University of Oregon, Eugene

In this study, the authors examined the effects of two supplemental interventions on the mathematics achievement of low-performing intermediate-grade students. A conceptually based intervention designed to reteach fundamental mathematics was evaluated along with an intervention designed to provide extended time in the context of the core curriculum and aligned with the general education classroom's daily instruction. After a 16-week intervention with 51 low-performing fifth-grade students, the authors found that the students in both intervention groups outperformed students in the control group on a measure of mathematics achievement. On a state accountability measure in mathematics, students in the extended core group performed better than other students. Implications for instructional decision making and supplemental interventions are discussed.

Key Words: supplemental interventions • mathematics instruction • at-risk

Remedial and Special Education, Vol. 29, No. 1, 33-45 (2008)
DOI: 10.1177/0741932507309711


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