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USING NUMBER LINE PROCEDURES AND PEER TUTORING TO IMPROVE THE MATHEMATICS COMPUTATION OF LOW‐PERFORMING FIRST GRADERS
Author(s) -
Fueyo Vivian,
Bushell Don
Publication year - 1998
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1998.31-417
Subject(s) - mathematics education , number line , peer tutor , psychology , line (geometry) , computation , multiple baseline design , peer instruction , teaching method , computer science , arithmetic , peer feedback , mathematics , algorithm , psychiatry , intervention (counseling) , geometry
Recommendations for mathematics instruction frequently include the use of manipulatives as a critical component. There are few experimental analyses of teaching strategies involving the use of manipulatives (e.g., the number line). This investigation used a multiple baseline design across three groups of students to examine the effectiveness of an experimental procedure for improving low‐performing children's skills in solving missing addend arithmetic problems using the number line. To address concerns about inadequate time for instruction and insufficient practice in most mathematics instruction, trained peer tutors implemented the procedure. The results suggest that student performance improved when trained tutors taught the students number line procedures and gave them feedback on accuracy. Further, social validation data indicate that the students, their tutors, and their classroom teachers liked the procedures.