An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties

The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today's classrooms and shortag...

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Bibliographic Details
Published inLearning disability quarterly Vol. 40; no. 1; pp. 4 - 16
Main Authors Xin, Yan Ping, Tzur, Ron, Hord, Casey, Liu, Jia, Park, Joo Young, Si, Luo
Format Journal Article
LanguageEnglish
Published Los Angeles, CA Hammill Institute on Disabilities and SAGE Publications 01.02.2017
SAGE Publications
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Computer Assisted Instruction
Criterion Referenced Tests
Educational standards
Effect Size
Elementary School Mathematics
Elementary School Students
Fidelity
Intelligent Tutoring Systems
Intervention
Knowledge
Learning Disabilities
Learning Problems
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Skills
Mathematics teachers
Mathematics Tests
Multiplication
Pretests Posttests
Problem Solving
Scoring
Special education
Special education teachers
Special Series Article
Statistical Significance
Supplementary Education
Teachers
United States > US
learning disabilities
mathematics problem solving
intervention programs
at-risk
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Summary:The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today's classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.
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ISSN:0731-9487
2168-376X
DOI:10.1177/0731948716648740