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# Piloting a Mathematics Writing Intervention With Late Elementary Students At Risk for Learning Difficulties

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High‐stakes mathematics assessments require students to write about mathematics, although research suggests that students exhibit limited proficiency on such assessments. Students with learning difficulties may struggle with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing. Researchers randomly assigned participants (*n* = 61) in grades 3–5 to receive instruction in mathematics writing or information writing. Students receiving mathematics writing outperformed control students on a researcher‐developed measure of mathematics writing (*d* = 1.05). Component assessment revealed that mathematics writing students improved in writing organization (*d* = 1.49) but not in mathematics content (*d* = 0.11 *ns*). Results also indicated that mathematics writing students outperformed control on percentage of correct mathematics writing sequences (*d* = 0.82). Future directions for mathematics writing intervention development are discussed.

Hebert, M. A., Powell, S. R., Bohaty, J. J., & Roehling, J. (2019). Piloting a mathematics writing intervention with late elementary students at risk for learning difficulties. *Learning Disabilities Research and Practice*, *34*, 144–157. doi:10.1111/ldrp.12202

2019

U.S. Department of Education, Institute of Education Sciences

Mathematics Instruction

Special Education/Learning Disabilities

Writing Instruction

Journal Article/Book Chapter

Administrators

General Education Classroom Teacher

Researcher

Special Education Teacher

Elementary