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Direct linkChristian T. Doabler; Ben Clarke; Derek Kosty; Marah Sutherland; Jessica E. Turtura; Allison R. Firestone; Georgia L. Kimmel; Patrick Brott; Tasia L. Brafford; Nancy J. Nelson Fien; Keith Smolkowski; Kathleen Jungjohann – Grantee Submission, 2022
Measurement and statistical investigation are areas of mathematics visibly neglected in educational intervention research, particularly studies involving students with or at risk for mathematics difficulties (MD). This shortage is concerning given the importance these areas hold in students' pursuit of mathematical proficiency. This study…
Descriptors: Measurement, Statistical Analysis, Grade 2, Elementary School Students
Christian T. Doabler; Ben Clarke; Derek Kosty; Marah Sutherland; Jessica E. Turtura; Allison R. Firestone; Georgia L. Kimmel; Patrick Brott; Tasia L. Brafford; Nancy J. Nelson Fien; Keith Smolkowski; Kathleen Jungjohann – Journal of Educational Psychology, 2022
Measurement and statistical investigation are areas of mathematics visibly neglected in educational intervention research, particularly studies involving students with or at risk for mathematics difficulties (MD). This shortage is concerning given the importance these areas hold in students' pursuit of mathematical proficiency. This study…
Descriptors: Measurement, Statistical Analysis, Grade 2, Elementary School Students
Ben Clarke; Christian T. Doabler; Keith Smolkowski; Evangeline Kurtz-Nelson; Hank Fien; Scott K. Baker; Derek Kosty – Grantee Submission, 2016
This study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly…
Descriptors: Mathematics Instruction, Kindergarten, Intervention, Sustainability
Ben Clarke; Christian Doabler; Keith Smolkowski; Evangeline Kurtz Nelson; Hank Fien; Scott K. Baker; Derek Kosty – Journal of Research on Educational Effectiveness, 2016
This study examined the efficacy of a kindergarten mathematics intervention program, ROOTS, focused on developing whole-number understanding in the areas of counting and cardinality and operations and algebraic thinking for students at risk in mathematics. The study utilized a randomized block design with students within classrooms randomly…
Descriptors: Kindergarten, Numeracy, Mathematics Education, Intervention
