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Direct linkFuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher – Journal of Educational Psychology, 2008
This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math, schema-broadening instruction). Students identified as at…
Descriptors: Intervention, High Risk Students, Problem Solving, Effect Size
Fuchs, Lynn S.; Fuchs, Douglas; Courey, Susan J. – Assessment for Effective Intervention, 2005
In this article, the authors explain how curriculum-based measurement (CBM) differs from other forms of classroom-based assessment. The development of CBM is traced from computation to concepts and applications to real-life problem solving, with examples of the assessments and illustrations of research to document technical features and utility…
Descriptors: Curriculum Based Assessment, Mathematics Skills, Case Studies, Computation
Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Paulsen, Kim – TEACHING Exceptional Children, 2002
This article describes "Hot Math," a third-grade intervention conducted with small groups of students with disabilities or in inclusive classrooms that fosters mathematical problem solving. Hot Math integrates two promising practices to promote mathematical problem solving, explicit instruction about transfer and self-regulation strategies.…
Descriptors: Disabilities, Elementary Education, Grade 3, Instructional Effectiveness
