Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.

中文翻译：

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使用直接观察来记录基于证据的数学教学的“基于实践的证据”

循证实践 (EBP) 的实施对于学生数学能力的发展至关重要。本研究调查了干预者实际使用明确数学教学的“基于实践的证据”，这是一种完善的 EBP。具体而言，本研究分析了一项由联邦政府资助的功效试验中收集的直接观察数据，该试验涉及 Tier 2 一年级数学干预，以检查显式数学教学的数量和质量是否与 470 名一年级学生的数学成绩相关。数学学习障碍的风险。还探讨了小组级预处理技能水平与干预中使用的明确数学教学实践的质量和数量之间的关联。研究结果表明，学生数学成绩的积极收益与 (a) 以数学为重点的问题的错误回答率较低，以及 (b) 干预者提供小组级实践机会和提供学术反馈的比率之间存在显着关联。还发现初始学生数学成绩与学生错误率和明确教学质量之间存在显着关联。讨论了使用直接观察来记录制定的 EBP 的含义。还发现初始学生数学成绩与学生错误率和明确教学质量之间存在显着关联。讨论了使用直接观察来记录制定的 EBP 的含义。还发现初始学生数学成绩与学生错误率和明确教学质量之间存在显着关联。讨论了使用直接观察来记录制定的 EBP 的含义。