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Brief report – Connecting Math Concepts in special education

Helmke, L.
Abstract:
This study examined the effect of Connecting Math Concepts on the numeration, computation, and applications skills of two special education elementary students. The Stanford Diagnostic Math Test was administered for pre- and posttest measures. Results indicate that Student A and B demonstrated growth of at least one year in numeration, computation, and applications after four and five months of instruction, respectively. Student A demonstrated grade equivalent gains of 2.6 in numeration and 4.2 in applications. Student B demonstrated grade equivalent gains of 3.1 in numeration and 1.7 in computation. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1992
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Connecting Math Concepts; math; computation; applications; numeration
Source:
DI News
Volume:
11
Number:
3
Pages:
14
Design type:
Pretest posttest gain scores
Fidelity monitored:
No
Students included:
Elementary students, special education students
Location/Setting:
Dubuque, Iowa, Midwest, elementary school
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