Presenter(s)

• Mikaela Pulse, School Psychology Intern, University of California, Riverside

Abstract

Mathematics skills are critical to a comprehensive and meaningful education. Mastery of foundational mathematical skills is predictive of later academic achievement (Duncan et al., 2007), and completing a certain level of advanced mathematics courses is associated with a number of positive life outcomes (National Mathematics Advisory Panel, 2008). As asserted by the National Research Council (2001), providing students with high-quality learning experiences results in positive academic outcomes for them, suggesting that focusing on providing teachers with training and access to evidence-based interventions is one critical way to support students. Given these findings, this study examined the impacts of a modified multiplicative reasoning (MR) intervention on elementary students’ MR skills. The intervention, initially developed by Jitendra et al. (2023), focuses on foundational multiplication skills. The intention of the intervention lessons is to foster students’ conceptual understanding of multiplication in order to develop their MR skills. The intervention has shown promise for supporting students within Tier 2 of an MTSS framework in small group settings, so this study sought to determine whether similar effects would be observed for students who require more intensive skill remediation in a Tier 3 setting.