Well-designed mathematics instruction focused on concepts and problem-solving skills associated with measurement and data analysis can build a foundational understanding for more advanced mathematics. This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual understanding and problem-solving skills around the areas of measurement and data analysis. Employing a randomized controlled trial, 96 first-grade students at risk for mathematics difficulties were randomly assigned within classrooms to either a treatment (PM-L1) or a control (business-as-usual) condition. A statistically significant positive effect was found on one of five outcome measures, with the other four showing positive but nonsignificant results. Results also suggested preliminary evidence of differential response based on students’ number sense and early literacy risk status. Implications for using mathematics interventions focused on measurement and data analysis to build comprehensive, multitiered service delivery models in mathematics are discussed.

中文翻译：

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一级数学干预对测量和数据分析的功效

精心设计的数学教学侧重于与测量和数据分析相关的概念和解决问题的技能，可以为更高级的数学建立基础理解。本研究调查了精密数学 1 级 (PM-L1) 干预的有效性，这是一种基于印刷和技术的 2 级数学干预，旨在提高一年级学生在测量和测量领域的概念理解和解决问题的能力。数据分析。采用随机对照试验，96 名有数学困难风险的一年级学生在课堂内被随机分配到治疗 (PM-L1) 或对照（一切照旧）条件。在五个结果指标之一上发现了统计学上显着的积极影响，其他四个显示出积极但不显着的结果。结果还提出了基于学生数感和早期识字风险状态的差异反应的初步证据。讨论了使用侧重于测量和数据分析的数学干预来构建数学中全面的、多层次的服务交付模型的意义。