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Using Direct Observation to Document "Practice-Based Evidence" of Evidence-Based Mathematics Instruction
Christian T Doabler1, Ben Clarke2, Derek Kosty3
1The University of Texas at Austin, Austin, TX.
Journal of Learning Disabilities
|March 20, 2020
Summary
This study examined explicit mathematics instruction, an evidence-based practice (EBP), in first graders. Higher quality instruction and more practice opportunities were linked to better math outcomes for students with or at risk for learning disabilities.
Area of Science:
- Educational Psychology
- Mathematics Education
- Learning Disabilities Research
Background:
- Effective mathematics instruction is crucial for student proficiency.
- Evidence-based practices (EBPs) in mathematics are essential for student success.
- Understanding the real-world application of EBPs, like explicit instruction, is vital.
Purpose of the Study:
- To investigate practice-based evidence of explicit mathematics instruction.
- To analyze the association between the quantity and quality of explicit instruction and student mathematics outcomes.
- To explore links between pretreatment skill levels and instructional practices.
Main Methods:
- Direct observation data from a federally funded efficacy trial were analyzed.
- The study included 470 first-grade students with or at risk for mathematics learning disabilities.
- Associations between instructional practices and student outcomes were examined.
Main Results:
- Positive student mathematics gains correlated with lower rates of incorrect answers.
- Increased group-level practice opportunities and academic feedback were associated with improved outcomes.
- Initial student performance was linked to error rates and the quality of explicit instruction.
Conclusions:
- Direct observation can effectively document the enactment of EBPs in mathematics.
- The quantity and quality of explicit instruction significantly impact student mathematics achievement.
- Interventionists' practices, including feedback and practice opportunities, are key to student success.
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