Subskill mastery among elementary and middle school students at risk in mathematics

Peter Marlow Nelson, David C. Parker, Ethan R. Van Norman

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery—defined as 85% correct on short tests—was assessed following instruction for each subskill. Using survival analysis, we evaluated the number of attempts required to reach a.50 and a.90 probability of mastery on each subskill. The number of required attempts varied across subskills, with many subskills requiring more than one attempt to demonstrate mastery. Further, some of the most difficult content was aligned with curricular standards below students’ grade level. Thus, among students identified for supplemental support, it may be worthwhile to remediate select subskills that fall outside of the grade-level curriculum before providing additional instruction on grade-level content. Implications for math subskill assessment and remediation are discussed along with limitations and directions for future research.

Original languageEnglish (US)
Pages (from-to)722-736
Number of pages15
JournalPsychology in the Schools
Volume55
Issue number6
DOIs
StatePublished - Jul 1 2018

Fingerprint

Mathematics
elementary school
mathematics
Students
student
school grade
instruction
Survival Analysis
Curriculum
curriculum

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Nelson, Peter Marlow ; Parker, David C. ; Van Norman, Ethan R. / Subskill mastery among elementary and middle school students at risk in mathematics. In: Psychology in the Schools. 2018 ; Vol. 55, No. 6. pp. 722-736.
@article{da91cf45881a4d66ac94fd73b0629aa2,
title = "Subskill mastery among elementary and middle school students at risk in mathematics",
abstract = "In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery—defined as 85{\%} correct on short tests—was assessed following instruction for each subskill. Using survival analysis, we evaluated the number of attempts required to reach a.50 and a.90 probability of mastery on each subskill. The number of required attempts varied across subskills, with many subskills requiring more than one attempt to demonstrate mastery. Further, some of the most difficult content was aligned with curricular standards below students’ grade level. Thus, among students identified for supplemental support, it may be worthwhile to remediate select subskills that fall outside of the grade-level curriculum before providing additional instruction on grade-level content. Implications for math subskill assessment and remediation are discussed along with limitations and directions for future research.",
author = "Nelson, {Peter Marlow} and Parker, {David C.} and {Van Norman}, {Ethan R.}",
year = "2018",
month = "7",
day = "1",
doi = "10.1002/pits.22143",
language = "English (US)",
volume = "55",
pages = "722--736",
journal = "Psychology in the Schools",
issn = "0033-3085",
publisher = "Wiley-Liss Inc.",
number = "6",

}

Subskill mastery among elementary and middle school students at risk in mathematics. / Nelson, Peter Marlow; Parker, David C.; Van Norman, Ethan R.

In: Psychology in the Schools, Vol. 55, No. 6, 01.07.2018, p. 722-736.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Subskill mastery among elementary and middle school students at risk in mathematics

AU - Nelson, Peter Marlow

AU - Parker, David C.

AU - Van Norman, Ethan R.

PY - 2018/7/1

Y1 - 2018/7/1

N2 - In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery—defined as 85% correct on short tests—was assessed following instruction for each subskill. Using survival analysis, we evaluated the number of attempts required to reach a.50 and a.90 probability of mastery on each subskill. The number of required attempts varied across subskills, with many subskills requiring more than one attempt to demonstrate mastery. Further, some of the most difficult content was aligned with curricular standards below students’ grade level. Thus, among students identified for supplemental support, it may be worthwhile to remediate select subskills that fall outside of the grade-level curriculum before providing additional instruction on grade-level content. Implications for math subskill assessment and remediation are discussed along with limitations and directions for future research.

AB - In the present study, we evaluated the number of attempts required to master specific subskills for working with whole and rational numbers among students at risk for math difficulties. Participants included a subset of students in grades four through eight receiving supplemental math support. Mastery—defined as 85% correct on short tests—was assessed following instruction for each subskill. Using survival analysis, we evaluated the number of attempts required to reach a.50 and a.90 probability of mastery on each subskill. The number of required attempts varied across subskills, with many subskills requiring more than one attempt to demonstrate mastery. Further, some of the most difficult content was aligned with curricular standards below students’ grade level. Thus, among students identified for supplemental support, it may be worthwhile to remediate select subskills that fall outside of the grade-level curriculum before providing additional instruction on grade-level content. Implications for math subskill assessment and remediation are discussed along with limitations and directions for future research.

UR - http://www.scopus.com/inward/record.url?scp=85048337432&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85048337432&partnerID=8YFLogxK

U2 - 10.1002/pits.22143

DO - 10.1002/pits.22143

M3 - Article

AN - SCOPUS:85048337432

VL - 55

SP - 722

EP - 736

JO - Psychology in the Schools

JF - Psychology in the Schools

SN - 0033-3085

IS - 6

ER -