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Evaluating the Effects of an Algebraic Frequency-Building Intervention for Students With Disabilities

Enders, Olivia Grace (2022) Evaluating the Effects of an Algebraic Frequency-Building Intervention for Students With Disabilities. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Evidence-based instructional strategies in mathematics provide critical support related to academic achievement for students with disabilities. Data from national achievement assessments suggest that students with disabilities’ academic growth in mathematics stagnates at the secondary level. Given that the majority of previously researched mathematics interventions focus on foundational and elementary mathematics skills, research on evidence-based practice with higher-level skills, such as algebra, may promote growth. Furthermore, algebra proficiency relates to increased educational and career opportunities. Current research on a core skill within algebra—solving equations—focuses primarily on the initial acquisition of the skill. In the current experiment, I designed a multiple-baseline study involving three middle school participants with specific learning disabilities to evaluate the effect of a frequency-building intervention on their rates of solving one-step equations. Results demonstrate immediate and significant positive effects on students’ correct notations and drastic decreases in students’ incorrect notations. Students generalized knowledge to untaught problem presentations. In pre- and post-think-alouds, students moved from using trial-and-error methods to using systematic procedures to solve equations. I discuss how the characteristics of the intervention supported students’ overall improvement and discuss potential implications for both practice and future research.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Enders, Olivia Graceoge2@pitt.eduoge20000-0001-6002-0386
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKostewicz, Douglas E.dekost@pitt.edudekost
Committee MemberConway, Sheilasjconway@pitt.edusjconway
Committee MemberRobertson, Rachelrachelr@pitt.eduRachel
Committee MemberKubina, Richard
Date: 31 August 2022
Date Type: Publication
Defense Date: 20 June 2022
Approval Date: 31 August 2022
Submission Date: 1 August 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 98
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: special education; mathematics; instruction; precision teaching
Date Deposited: 31 Aug 2022 15:52
Last Modified: 31 Aug 2022 15:52


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