An Application of Brief Experimental Analysis Within a Conceptual and Procedural Framework with Math Fluency in Early Elementary Students

Mathematics--Remedial teaching;Mathematics--Children;Mathematical ability in children;Individualized instruction;Mathematics--Study and teaching (Elementary)

Sutton, Maddie J.

University of Wisconsin

关键词: Mathematics--Remedial teaching;    Mathematics--Children;    Mathematical ability in children;    Individualized instruction;    Mathematics--Study and teaching (Elementary);   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/76966/Sutton_Maddie_masters%20thesis%202017%20spring.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

Proficiency in math is linked to opportunities for higher education and occupational success beyond high school. To date, many students struggle with math and educators need quick and effective approaches to assess and intervene. Brief Experimental Analysis (BEA) has been identified as a time-efficient and cost-effective way to empirically identify interventions with a likelihood of success over time. The purpose of this study was to investigate the use of BEA within the context of a conceptual understanding and procedural knowledge framework to identify effective math interventions matched to student needs. The study also investigated effects of the BEA-selected intervention over an extended analysis. Participants included four first-grade students identified by their teachers as struggling with math. Results suggest BEA methods identified interventions for all four participants. All four participants showed an increase in performance over baseline during the extended analysis phase. Limitations, directions for future research, and implications for practice are discussed.