The purpose of this NCSER Initial Efficacy and Follow up research project is to conduct an efficacy study of the Promoting Algebra Readiness (PAR) intervention, a 93-lesson (Tier 2) mathematics intervention.
The purpose of this project is to test the efficacy of the NumberShire Level K (NSK) gaming intervention-previously developed through IES funding-for students with or at risk for mathematics learning disabilities (MLD).
This project represents a continuation of the ongoing collaborative effort between the University of Oregon Center on Teaching and Learning (CTL) and Age of Learning, Inc. to evaluate the effectiveness of the ABCmouse.com Early Learning Academy, a comprehensive online early learning resource for children ages 2-6.
This project is a meta-analysis in the area of secondary (grades 6-12) math and science (M/S) writing instruction. Exploring research from 25 years, this three-year project will: a) determine the overall mean effect of M/S writing instruction on students?
Success in mathematics has major implications for student success at the public school and postsecondary levels, as well as contributing to the nation’s STEM workforce and economy. While building mathematics literacy is important for all learners, it is especially critical for students most vulnerable for academic risk.
A critical goal for the nation is ensuring all students have a successful start in learning mathematics. While strides have been made in supporting at-risk students in mathematics, significant challenges still exist.
The home mathematics environment (HME) includes characteristics of the family and home setting that contribute to children developing mathematical understanding and skills.
Early learning in mathematics (ELM) is a Goal 3 Efficacy and Replication study focused on testing the impact of a core kindergarten mathematics program. The ELM program contains 120 lessons that address mathematics topics identified in the Common Core State Standards for kindergarten mathematics.
The purpose of this project is to conduct a meta-analysis of group-design mathematics interventions targeting foundational whole number concepts, with a focus on children with and at risk for disabilities and mathematics difficulty in prekindergarten (preK) through grade 1.
Low math skills significantly limit access to post-secondary education, employment, and lifetime earnings. Because math difficulties can be detected early in schooling, early intervention is key for preventing the negative consequences of persistent low math achievement.
The purpose of this study is to test the efficacy of a first-grade mathematics intervention called Fusion aimed at developing understanding of whole numbers for students at risk for mathematics learning disabilities.
Whole Number Foundations (The FUSION Project) is a Goal 2 Development and Innovation project focused on developing a 60-lesson, print-based (Tier 2) intervention in mathematics. The FUSION intervention is designed to teach whole number concepts to first grade students who are at risk for mathematics difficulties.
This project focuses on identifying features of effective methods that caregivers (parents, grandparents, etc.) use to promote children's math understanding in informal learning environments, such as the home, libraries, and other learning spaces.
The i3 project is designed to test the impact of a two-year intervention on the mathematics achievement of at-risk students, and ensure a successful transition in mathematics across the pre-kindergarten to kindergarten school years.
KinderTEK is a Goal 2 Development and Innovation project to construct a technology-based mathematics intervention for use in kindergarten.The intervention is focused on using tablet technology (iPads) to teach critical concepts of whole number to kindergartners who are at risk for difficulties in mathematics.
