Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning.

Area of Science:

• Educational Psychology
• Mathematics Education

Background:

• Early identification of students struggling with math word problems is crucial for intervention.
• Traditional assessments may not fully capture a student's learning potential or provide insights for targeted support.

Purpose of the Study:

• To evaluate the effectiveness of dynamic assessment (DA) in predicting third graders' challenges with mathematics word problems.
• To compare prediction models using only a math skill test versus a combination of a math skill test and DA.

Main Methods:

• 122 third graders were assessed in fall for math word-problem skill and DA of algebraic learning.
• Spring assessments measured word-problem performance.
• Logistic regression analyzed prediction models for identifying students below the 25th percentile.

Main Results:

• A universal screener alone showed a high rate of false positives (87.5% sensitivity).
• Incorporating DA into the prediction model significantly reduced false positives.
• DA enhanced the accuracy of identifying students at risk for word-problem difficulties.

Conclusions:

• Dynamic assessment of algebraic learning is a valuable tool for predicting mathematics word-problem difficulties in young learners.
• A two-stage screening process combining universal screeners with DA offers a more precise approach within a response-to-intervention framework.