Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?

Area of Science:

• Educational Psychology
• Mathematics Education

Background:

• Mathematics achievement in early grades is crucial for future academic success.
• Identifying effective instructional practices for diverse learners, including those with mathematics difficulties (MD), is essential.

Purpose of the Study:

• To investigate the relationship between first-grade mathematics instructional practices and student mathematics achievement.
• To determine which instructional methods are most effective for students with and without mathematics difficulties.

Main Methods:

• Utilized population-based, longitudinal data from U.S. first-grade classrooms.
• Employed factor analysis to identify instructional activity types and specific skills taught.
• Classified students into mathematics difficulty (MD) and non-MD groups based on prior achievement.
• Used regression analysis to examine associations between instructional practices and student achievement.

Main Results:

• Classrooms with more students with mathematics difficulties (MD) used more manipulatives/calculators and movement/music.
• Teacher-directed instruction, particularly routine practice and drill, was significantly associated with higher achievement for students with MD.
• For students without MD, both teacher-directed and student-centered instruction positively impacted achievement.

Conclusions:

• First-grade teachers may need to increase teacher-directed instruction to improve mathematics achievement for students with MD.
• Instructional strategies should be tailored to meet the needs of students with varying levels of mathematics achievement.