Thesis

An analysis of supplemental programs for children with math difficulties

This study investigated the degree of correspondence between a comparative content analysis guide and each of 4 supplemental mathematics programs for children experiencing math difficulties. The four programs were broken down into five constituent parts to determine their nature and the degree to which they corresponded to the criteria outlined in the comparative analysis guide. As a specific indicator of quality, the analysis guide criteria were used to evaluate the relative merits of the four intervention programs across five areas: program design, assessment, instruction, universal access, and professional development. The evaluation followed a qualitative design in which comparative data on each of 28 specific topics were compiled and analyzed. These fmdings were synthesized in order to determine which programs had the highest degree of correspondence in each area, as well as overall. Using the guide criteria, the four intervention programs were evaluated for their potential to increase performance for students with math difficulties. This study also included profile and background information on each program, as well as a discussion of the process of evaluating supplemental mathematics curricula. Key Words: Mathematics, number sense, comparative content analysis guide, rubric

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