Teaching struggling students mathematics online via explicit instruction

Abstract

Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020—extending into 2021—found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit instruction and the system of least prompts to teach elementary students (grades second through sixth) at-risk or struggling with mathematics online to solve mathematical problems at their individual area of struggle. In both studies, students learned to solve their targeted mathematical problems with 100% accuracy and over 90% independence. Students were able to maintain their skill accuracy at 80% or higher for two weeks post intervention. Also, they successfully generalized to solving problems in related mathematical areas without instruction.

Keywords:

• Explicit instruction
• intervention
• mathematics
• online education
• RtI

Additional information

Notes on contributors

Emily C. Bouck

Emily C. Bouck is a professor and special education program director at Michigan State University; she is also the Interim Associate Dean for Research during the 2021–2022 academic year. Her research interests include mathematics interventions for students with disabilities and students at-risk and response to intervention in mathematics.

Holly Long

Holly Long is a doctoral candidate in the special education program at Michigan State University. Her research interests involve mathematics education for students with disabilities, with particular attention to mathematical games.

Larissa Jakubow

Larissa Jakubow is a doctoral student in the educational psychology and educational technology program at Michigan State University. Her research interests involve Universal Design for Learning (UDL) and social studies for students with disabilities.