Supporting Students with Calculation Difficulties. An Intervention Study to support Students with low Mathematics Achievement in Low Track and Special Education Schools (ScaRf)

Sample

Time Dimension

• Longitudinal
  Quasi-Experimental Design: Intervention Study with Control Group Design
  

Collection Mode

• Self-administered questionnaire: Paper
• Educational measurements and tests
• Measurements and Tests: Paper & Pencil

Keywords

• Abstract

  The project aimed at developing, implementing and evaluating an intervention program targeted at supporting the basic mathematical knowledge of students with low calculation skills in secondary school (Grade 5 in Low Track and Comprehensive Schools, Grade 7 in Special Education Schools). Considering previous research results it was assumed that supporting basic mathematical knowledge should also lead to higher mathematics achievement. In addition the effects of different types of support were evaluated. Therefore, the sample of students with weak calculation abilities was divided into two intervention groups and one control group. For a period of 14 weeks the intervention groups received support in basic mathematical knowledge („Sicher im mathematischen Basisstoff“, SimBa). The first experimental group was taught in small learning groups and was closely supported by the teacher. The second experimental group received the training in partly integrated into the regular classroom teaching (autonomous work with diagnose directed material for two lessons per week, one additional lesson with support). The control group didn’t receive any special support. At the end of the support period and after three month the mathematics was tested. The results show that students of the intervention groups as well as the control group showed a significant increase in their mathematical achievement.

Coverage

Relations

Publications

• Moser Opitz, E., Freesemann, O., Grob, U. und Prediger, S. (2016). BASIS-MATH-G 4+-5. Bern: Hogrefe.

• Moser Opitz, E., Freesemann, 0., Grob, U., Prediger, S., Matull, I. und Hußmann, S. (2016). Remediation for Students with Mathematics Difficulties. An Intervention Study in Middle Schools. Journal of Learning Disabilities.

  • ID: 10.1177/0022219416668323 (DOI)

• Freesemann, O. (2014). Schwache Rechnerinnen und Rechner fördern: Eine Interventionsstudie an Haupt-, Gesamt- und Förderschulen. Dissertation an der Technische Universität Dortmund, 2013. Wiesbaden: Springer Spektrum

  • ID: 978-3-658-04470-1 (ISBN)
  • ID: 10.1007/978-3-658-04471-8 (DOI)

• Prediger, S., Freesemann, O., Moser Opitz, E., und Hussmann, S. (2013). Unverzichtbare Verstehensgrundlagen statt kurzfristiger Reparatur: Förderung bei mathematischen Lernschwierigkeiten in Klasse 5. PM Praxis der Mathematik in der Schule. Sekundarstufen I und II, 55(51), 12-17.

• Moser Opitz, E. und Freesemann, O. (2012). Rechenschwäche: Diagnose, Merkmale, Fördermöglichkeiten. Schweizerische Zeitschrift für Heilpadagogik, 18(6), 5-14.

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  • ID: www.iqb.hu-berlin.de/fdz/studies/01GJ0859_ScaRf (URL)