DOCUMENT RESUME ED 417 955 Direct Instruction in Remedial Math ... - ERIC

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Din, Feng S.

Direct Instruction in Remedial Math Instructions.

1998-03-00 14p.; Paper presented at the National Conference on Creating

the High Quality School (7th, Arlington, VA, March 25-28,

1998) .

Reports

Research (143)

Speeches/Meeting Papers (150)

MF01/PC01 Plus Postage.

Elementary Secondary Education; *Individualized Instruction; *Mathematics Instruction; *Remedial Programs; Teaching

Methods

*Direct Instruction

ABSTRACT This study was designed to investigate whether direct

instruction applied as a main-instructional strategy with a focused curriculum could help students quickly improve their math basic skills. Nineteen students aged 7-16 years old with math problems received individualized treatments for 3 weeks or 12 hours using pre-test, treatments, post-test as the basic design. Results showed that after the treatments, the students made significant gains in their math basic skills with an average gain of approximately 2.0 in Grade Equivalent score. Findings suggest that the integrated direct instruction approach, when used appropriately, can be both effective and efficient in helping students improve their math basic skills. Contains 12 references. (Author)

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Direct Instruction in Remedial Math Instructions

Feng S. Din

William Paterson University

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Paper presented at the 7th National Conference on Creating the High Quality School, Arlington, VA, March 25-28, 1998.

2 SEST COPY AVAIIABILE

Abstract

Remedial Math 2

The study was designed to investigate whether direct instruction, applied as a main instructional strategy, with a focused curriculum, could help students quickly improve their math basic skills. Nineteen students (age 7-16 years old) with math problems received individualized treatments for three weeks (or 12 hours). Pre-test, treatments, post-test was the basic design. Results showed that after the treatments, the students made significant gains in their math basic skills, with an average gain of approximately 2.0 in Grade Equivalent score. The findings suggest that the integrated direct instruction approach, when used appropriately, can be both effective and efficient in helping students improve their math basic skills.

Remedial Math 3 Direct Instruction in Remedial Math Instructions Children with math deficiencies face not only academic problems but also practical problems every day. For these children, math problems often result in school failures and living problems: Daily living also requires numerous math skills, such as planning time, measuring a variety of things, making estimations, shopping, etc. Research literature indicates that math problems emerge in the early years and are common at all age levels (Mercer & Mercer, 1993). Facing the fact that a large number of school children are below their actual grade level in math, researchers and educators have been searching for effective ways to help school children improve their math skills. The direct instruction strategy has been considered effective in teaching math basic skills, factual knowledge and concept name identification (Jones & Cooper, 1987). Pendarvis and Howley (1988) identified four major elements that had been shown to contribute to students' improved performance: (1) the emphasis on acquisition of concepts; (2) the use of mediators, including verbal, visual, and semantic mediators, to enhance students' schema development; and (3) the use of active learning and direct instruction techniques; (4) the development of cognitive skills. Direct instruction was one of the four elements identified to have contributed to students' improved performance. Current research literature has provided evidence, although limited, on the effectiveness of direct instruction in teaching

Remedial Math 4 various math basic skills to diverse student bodies. The effect of direct instruction in raising the mastery of math related language-concepts for beginning first graders was investigated by Lambert and Pearson (1986). It was found that with direct instruction of language concepts, the experimental group did better on the post-test than the control group on 7 out of 13 concepts.

A concentrated, direct instruction in reading and math program was provided to 27,944 students receiving Chapter 1 basic services in Maine. Some of these students also received support services: such as counseling, guidance and transportation. Preand post-tests for assessing students' basic and advanced skills in reading and math showed academic gains in normal curve equivalent (NCE) units. Average gains in Fiscal Year 1991 and 1992 ranged from 1.9 to 7.77 NCEs (Maine State Department of Education, 1992).

Direct instruction has also been applied to teaching middle grade low-achieving migrant students who were 2 to 4 years behind their language peers. A 19-day curriculum consisting of 80 to 95 hours of direct instruction was implemented with this group of children in California. The pre- and post-test results showed student growth in all four areas: attitudes toward math and science, metric system skills, observation skills and scientific method skills (Ochoa, 1994).

In a study for compared effects of token reinforcement, cognitive behavior modification and direct instruction, ninety

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