The present study aimed to contribute to the existing research on Peer Assisted Learning Strategies (PALS) as a mathematics intervention by applying the program as a small group intervention with 6th grade students in a general education mathematics classroom. PALS mathematics was hypothesized to result in individual student improvement on targeted math skills. The case study included pre- and post-test data of individual student progress for six male students on targeted mathematics skills. Error analyses were conducted to represent the percentage of problems answered correctly, incorrectly, or skipped for each targeted mathematics skill. Results of the study had mixed implications. Two out of six students had steady improvement in targeted mathematics skills and all six students had relative increases in the percentage of problems answered correctly for multiplication with two-digit by two- or three-digit numbers (e.g., 150 x 25, 45 x 25). Limitations and future directions for research were considered.
|Commitee:||Hagans, Kristi, An, Shuhua|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 81/1(E), Masters Abstracts International|
|Keywords:||Peer-Assisted Learning Strategies (PALS) Mathematics, Small group mathematics intervention|
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