### 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 language | English (US) |
---|---|

Pages (from-to) | 722-736 |

Number of pages | 15 |

Journal | Psychology in the Schools |

Volume | 55 |

Issue number | 6 |

DOIs | |

State | Published - Jul 1 2018 |

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### All Science Journal Classification (ASJC) codes

- Education
- Developmental and Educational Psychology

### Cite this

*Psychology in the Schools*,

*55*(6), 722-736. https://doi.org/10.1002/pits.22143

}

*Psychology in the Schools*, vol. 55, no. 6, pp. 722-736. https://doi.org/10.1002/pits.22143

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

Research output: Contribution to journal › Article

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 -