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dc.contributor.authorWoodruff, Sara Elizabeth
dc.date.accessioned2014-03-04T18:26:00Z
dc.date.available2014-03-04T18:26:00Z
dc.date.issued2009-12
dc.identifier.otherwoodruff_sara_e_200912_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/woodruff_sara_e_200912_ma
dc.identifier.urihttp://hdl.handle.net/10724/26197
dc.description.abstractThe majority of research in mathematics for primary-aged children has been concentrated on students who are achieving at grade level, neglecting a much larger group, students with mathematics difficulties. The current study is a cognitive strategy intervention for second grade students experiencing mathematics difficulties. Students (n = 51) were randomly assigned to the treatment or control conditions. Students in the treatment group received six weeks of instruction addressing several components of number sense and fluency. Students were pretested and posttested on addition and subtraction accuracy, cognitive strategy use, place value, and spatial ability. ANCOVAs revealed no significant differences between the treatment group and control group following the intervention. While these results were not expected, implementation of the intervention earlier in the school year may have produced different results. Improvement for students experiencing mathematics difficulties will necessitate a shift in instructional emphasis and sustained intervention.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectLow-ability
dc.subjectMathematics
dc.subjectDifficulties
dc.subjectCognitive
dc.subjectStrategy Use
dc.titleCognitive strategy intervention for second graders experiencing mathematics difficulties
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorMartha Carr
dc.description.committeeMartha Carr
dc.description.committeeJonathan Templin
dc.description.committeeStacey Neuharth-Pritchett


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