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Unformatted text preview: Ben Clarke, Ph.D. November 6, 2007 Screening for Mathematics Difficulty The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Horizon Research, Inc.; RG Research Group; the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and the Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin. The contents of this PowerPoint were developed under cooperative agreement S283B050034 with the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. 2007 The Center on Instruction requests that no changes be made to the content or appearance of this product. To download a copy of this document, visit www.centeroninstruction.org A lesson from reading: Perhaps? The trajectory of reading development led to a focus on prevention efforts Preventing the establishment of reading problems is now accepted practice dependent on… Early identification assessments Effective early literacy interventions Does the same pattern hold true for mathematics? What about math? Does math develop in the same way as reading? That is, does it make “sense” to prevent math problems? Less knowledge about long term trajectories Emerging databases may help to answer this question (ECCLES, Jordan, Fuchs) Emerging evidence suggests difficulty in math is relatively stable over time What about math? We do know that math knowledge develops across multiple domains (e.g. number, geometry) Students may be ontrack in one area and atrisk in another How these domains develop and interact continues to be researched The importance of a logical scope and sequence is paramount Characteristics of students with mathematics difficulties Different profile types exist for students with mathematics difficulties Students with mathematics difficulties often have difficulty with quick and accurate retrieval of basic facts (Hasselbring, 88) Working memory deficits (Geary, 94) Difficulty in abstracting mathematical meaning from symbols Early Screening Brief screening measures Used with all students to screen for risk status Use with all students drives the design and construction of screening measures Measures are of short duration and may be timed Early Screening Cont. Goal is to maximize the amount of information collected in the minimum amount of time Predictive validity is critical (e.g. a low score in the Fall predicts difficulty at the end of the year) Predictive validity is to a broad measure of mathematics. That is we are predicting general outcomes....
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This note was uploaded on 11/11/2011 for the course MATH 110 taught by Professor Staff during the Winter '08 term at BYU.
 Winter '08
 Staff
 Math, Basic Math

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