The objective of this project is to investigate the role of equation-solving skill within word-problem tutoring. Often, students spontaneously generate or are taught to use a math equation (e.g., 8 – __ = 5) to represent a word problem. Using equations within word-problem solving has proven particularly useful for elementary students with mathematics...
This project studies the effect of mathematics performance, specifically competence with algebra and rational numbers, on postsecondary preparation, access, and persistence. During the 2014–2015, 2015–2016, and 2016–2017 school years, the project will assess undergraduates at The University of Texas at Austin and Austin Community College.
This project develops assessments of mathematics symbols and mathematics vocabulary for students in grades 1, 3, 5, and 7. Based on these assessments, the project develops intervention modules to help teachers teach the most problematic mathematics symbols and vocabulary terms.
The purpose of this grant is to develop a Tier II mathematics intervention for students in middle school. The team will write, revise, and test 8 to 10 modules, each containing 15 to 20 lessons, over 3 years in Texas and Missouri. The project will use an iterative development process....
This project developed, implemented, and evaluated the effectiveness of a mathematics intervention for students in grades 3 and 4 who were identified as being at risk (Tier II) for mathematics difficulties that could affect long-term success in mathematics. As an additional component of validating the lessons, mathematics specialists, education service center...
This project uses lessons and progress-monitoring tools from the Tier II Supplemental Mathematics Intervention: Grades 3 and 4 project. Special educators implement the lessons and determine scaffolds and appropriate accommodations for special education students in grades 3 and 4 who have individualized education program goals in mathematics. This modified-design experiment allows educators to...
This 4-year funded project takes place in a large, suburban school district in central Texas with identified students in first and second grades randomly assigned to treatment or comparison groups. The focus of this research project is the validation of a response to intervention, multitiered (Tier II and Tier III)...
The goal of this project was to observe the instructional and behavioral practices of special education teachers in algebra I and English I who provided support to students in inclusive high school classrooms. Observations were conducted in several waves during a school year. Teachers implemented a brief, 3-week intervention in...
This project includes development, validation, and review. The project develops and tests the lessons in both a high school resource class and an algebra I inclusion classroom. The lessons support students with learning disabilities by addressing weaknesses and providing evidence-based instruction in algebra readiness for greater success in mathematics. ...
The U.S. Department of Education recommended response to intervention (RTI) as a promising technique for preventing early learning problems. In recent years, RTI research and implementation programs have been conducted in early reading across Texas. More recently, the Texas Education Agency has funded the development of the 3-Tier...