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Using assessment to individualize early mathematics instruction.

Carol McDonald Connor1, Michèle M M Mazzocco2, Terri Kurz3

  • 1University of California, Irvine, United States.

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|March 4, 2018
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Summary
This summary is machine-generated.

Personalized math instruction using assessment data significantly boosts 2nd graders' achievement. This approach, Individualizing Student Instruction in Mathematics (ISI-Math), offers a 4-month advantage, benefiting all students regardless of background.

Keywords:
Elementary EducationIndividualize Child DifferencesInstructionMathematics

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Area of Science:

  • Educational Psychology
  • Mathematics Education
  • Learning Sciences

Background:

  • Personalized instruction, tailored to individual student needs, is increasingly recognized as superior to standardized teaching methods.
  • Effectively tailoring instruction requires understanding complex interactions between student characteristics and teaching strategies.
  • Individualizing Student Instruction in Mathematics (ISI-Math) and Reading (ISI-Reading) were developed to address this need.

Purpose of the Study:

  • To evaluate the efficacy of the Individualizing Student Instruction in Mathematics (ISI-Math) program compared to a control condition (ISI-Reading).
  • To determine if assessment-informed personalized instruction can improve mathematics achievement in second-grade students.
  • To examine the impact of ISI-Math across diverse student populations, including those in poverty and varying academic backgrounds.

Main Methods:

  • A randomized controlled trial was conducted with 32 teachers and 370 second-grade students.
  • Classrooms were randomly assigned to either the ISI-Math intervention or the ISI-Reading control condition.
  • Students received mathematics instruction in small, flexible groups based on their assessed learning needs within the ISI-Math group.

Main Results:

  • The ISI-Math intervention resulted in significant positive effects on standardized mathematics assessments, with effect sizes ranging from 0.41 to 0.60.
  • Students in the ISI-Math group demonstrated an average achievement advantage of approximately 4 months over students in the control group within one school year.
  • The positive treatment effects were consistent across different levels of school-level poverty, students' gender, and initial mathematics or vocabulary scores.

Conclusions:

  • Assessment-informed personalized mathematics instruction, as exemplified by ISI-Math, is a highly effective strategy for improving second-grade students' mathematical achievement.
  • The ISI-Math approach yields substantial academic gains and is particularly beneficial for students facing socioeconomic disadvantages.
  • The program's effectiveness is robust, showing consistent benefits irrespective of student demographics or baseline academic performance, highlighting its potential for equitable educational improvement.