This study used longitudinal data from a sample of 467 preschoolers to examine (1) if children’s executive function (EF) skills at the beginning of pre-K predict growth in their mathematics achievement across the pre-K year, (2) whether growth in learning behaviors, specifically task orientation, mediate the associations between EF and mathematics achievement, and (3) if there are sex differences in these associations.
By: Tara Hofkens, Jessica Whittaker, Robert Pianta, Virginia Vitiello, Erik Ruzek, Arya Ansari
This study examines the text quality of math assessment items for students with VI who use screen readers. Using data from about 29.5 million students taking standard versions of the MAP Growth math assessment, and 48,845 students taking accessible versions, we identified high-quality items, those that measured achievement for both students with and without VI equally well, and low-quality items, which showed differences between the two groups of students.
This review examines research on math achievement in students who are blind or visually impaired, the opportunities that BVIs have to demonstrate their knowledge of mathematics, as well unique challenges they face and ways in which these barriers have (or have not) been addressed.
By: Sonja Steinbach
Get strategies and practical tips for using guided conversations to explore how second-graders think about mathematical concepts.
Get questioning strategies and practical tips for using guided conversations to uncover how third-grade students approach specific mathematical concepts.
Get strategies and practical tips for using guided conversations to explore how fourth-graders think about mathematical concepts.
Learn guided conversation strategies to provide fifth-grade students opportunities to communicate how they think about mathematics.