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Effects of the AMPPS One-on-One Mathematics Intervention on Students' Complex Computation, Word-Problem Solving, and

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Summary
This summary is machine-generated.

The Accelerating Mathematics Performance with Practice Strategies (AMPPS) intervention showed mixed results for elementary students, improving word problem skills but not computation. Further research is needed to optimize this math intervention.

Keywords:
computationdosageinterventionmath fluencymath self-conceptmathematicsword-problem solving

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Area of Science:

  • Mathematics Education
  • Educational Psychology

Background:

  • National data indicate a deficit in math proficiency among US elementary students.
  • Whole number knowledge, encompassing computation and word problems, is foundational for advanced math skills.

Purpose of the Study:

  • To evaluate the impact of the Accelerating Mathematics Performance with Practice Strategies (AMPPS) intervention on third- to fifth-grade students.
  • To assess AMPPS effects on complex computation, word-problem-solving, and math self-concept.

Main Methods:

  • A multiple-baseline experimental design was employed.
  • Five students with math difficulties received one-on-one AMPPS intervention.
  • Visual analysis was the primary method for evaluating intervention effects.

Main Results:

  • Visual analyses indicated no robust effects on computation skills.
  • Most students demonstrated improvement in word-problem-solving skills.
  • Supplemental analyses suggested overall participant benefit, though not causally determined.

Conclusions:

  • The AMPPS intervention shows potential for improving word-problem-solving skills in students with math difficulties.
  • Study limitations, including intervention dosage, highlight the need for further research and systematic replication.
  • Findings offer implications for practitioners on intervention selection, intensity, and evaluation in mathematics education.