A ;;Re-Envisioned” Instruction Model: Minimizing Students’ Learning Difficulties in Mathematics

Cognitive structures;Tier I core instruction;Inquiry-based instruction;"At-risk"students;Multi-tiered systems of support;Elementary mathematics;Education;College of Education, Health, & Human Services

Zielinski, Carrie DonnKrebs, Angela ;

University of Michigan

关键词: Cognitive structures;    Tier I core instruction;    Inquiry-based instruction;    ";    At-risk";    students;    Multi-tiered systems of support;    Elementary mathematics;    Education;    College of Education, Health, & Human Services;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/140755/Zielinski%20Final%20Dissertation.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Persistent low levels of mathematics achievement are widely found throughout the United States. To reverse this trend, the researcher designed and tested the effects of a ;;re-envisioned” instruction model that incorporated a synthesis of six learning theories and current research from the fields of mathematics education, educational and cognitive psychologies, and neurosciences. General Tier I core instruction is the primary prevention component within a Multi-Tiered System of Support (MTSS). The ;;re-envisioned” instruction model and instructional tasks were used by two second-grade teachers to activate students’ cognitive structures and minimize students’ needs for Tier II and Tier III interventions. Cognitive structures are essential neurocognitive systems vital for student learning. This quasi-experimental research study was conducted in three second-grade classrooms. It took place in a midwestern part of the United States in a partial Title I Pre-K–5 elementary school. This study used mixed-research methods, including a variety of data collection instruments and statistical and qualitative measures, to explore four research questions. The findings suggest that effective implementation of the ;;ReEnvisioned” instruction model minimized the number of students needing Tier II and Tier III interventions and increased students’ mathematics achievement in statistically significant ways.