Dissertation/Thesis Abstract

Validating tier 2 math interventions for dual-immersion populations
by Valdovinos, Ivonne, Ed.Sp., California State University, Long Beach, 2016, 99; 10141517
Abstract (Summary)

Mathematics performance of students in the United States is concerning. When compared to global peers, students in the United States perform at the lower range in areas of mathematics. Even after controlling for variables such as ethnicity, parent educational attainment, and socio-economic status, students in the United States continue to struggle in mathematics. One area that facilitates learning complex mathematics skills is computational fluency. The Mathematics Advisory Panel Report and the Common Core State Standards in Mathematics recommend that students have daily practice to build computational fluency skills. Evidence based interventions that target computational fluency includes incremental rehearsal, cover copy compare, and performance reward. The interventions were implemented with three students who attended a dual language immersion program and analyzed through single-case research design. The results found the interventions effective for two of the three students. Using these interventions as a package can have beneficial results in the computational fluency of students in dual-immersion programs.

Indexing (document details)
Advisor: Powers, Kristen
Commitee: Bender, Hermine, Morrison, Jim
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 55/06M(E), Masters Abstracts International
Subjects: Mathematics education, Bilingual education, Educational psychology
Keywords: Bilingual learners, Computational fluency, Cover copy compare, Incremental rehearsal, Mathematics interventions, Performance rewars
Publication Number: 10141517
ISBN: 978-1-339-96877-3
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