A Direct Instruction Case Study and its Impact on Math Learning: Master's Thesis
Location
Boston 2&3
Session Format
Presentation
Abstract
Early intervention is important for students struggling with a math learning disorder. Elementary aged students with a math learning disorder need support, especially with the foundational skills needed for success in middle and high school math. This study explored whether a one-to-one direct instruction case study could help a student who needs additional focused instruction to improve basic math skills. The direct instruction approach utilized for this study was a structured and sequential approach to learning. Clear goals were established, and feedback provided to the student. This exploratory case study was used to determine the type of in-depth instruction needed for potential future work with a larger group of students. Therefore, data collection for this study included a pretest, posttest, an examination of repeated instructional sessions, student observations, audio recordings, student psychological-educational report, and scores from standardized assessments used to measure growth in math skills. Results are discussed in terms of the types of changes in math instruction that could be used to improve the math skills for struggling students after receiving a direct instruction intervention.
Keywords
Direct Instruction, Early Intervention, Foundational Math Skills
Professional Bio
Monique Harrell is an educator with over 20 years’ experience teaching math. She specializes in supporting students with learning differences by helping with organizational skills, IEP’s/504 plans, and making sure students receive the proper accommodations for academic success. Monique received a B.S. in Mathematics from North Carolina State University and an M.S. in Educational Psychology from Georgia State University. She is currently pursuing a PhD in Educational Psychology from Georgia State University. Her research interests include helping struggling students learn the foundational skills of math and bridging the gap for students who fall between special education and the mainstream classroom.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Harrell, Monique; Carlson, Dr Sarah; McCarthy, Dr Kathryn; and Chilungu, Dr Namisi, "A Direct Instruction Case Study and its Impact on Math Learning: Master's Thesis" (2024). Georgia Educational Research Association Conference. 53.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/53
A Direct Instruction Case Study and its Impact on Math Learning: Master's Thesis
Boston 2&3
Early intervention is important for students struggling with a math learning disorder. Elementary aged students with a math learning disorder need support, especially with the foundational skills needed for success in middle and high school math. This study explored whether a one-to-one direct instruction case study could help a student who needs additional focused instruction to improve basic math skills. The direct instruction approach utilized for this study was a structured and sequential approach to learning. Clear goals were established, and feedback provided to the student. This exploratory case study was used to determine the type of in-depth instruction needed for potential future work with a larger group of students. Therefore, data collection for this study included a pretest, posttest, an examination of repeated instructional sessions, student observations, audio recordings, student psychological-educational report, and scores from standardized assessments used to measure growth in math skills. Results are discussed in terms of the types of changes in math instruction that could be used to improve the math skills for struggling students after receiving a direct instruction intervention.
