Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2004
Thesis Director
Assege HaileMariam
Abstract
The purpose of this research was to examine the effectiveness of low-stress algorithms with third and fourth grade students who struggle with mathematics. It is important to study mathematics interventions because math is a neglected area of research (Gersten & Chard, 1999). This research examined the effectiveness of low-stress addition and subtraction instruction for low-achieving students compared to a control group of students receiving traditional instruction in the regular classroom. Additionally, half of the students in the experimental group (low-stress) self-monitored the number of problems they correctly completed. Results indicate that low-stress addition did not result in an increased number of digits correct from baseline. However, low-stress subtraction post-test scores indicate an increase in the number of digits correct, but the increase was similar to the students in the control group. Self-monitoring results indicate a lack of effectiveness when students self-monitored the number of problems correctly completed. Results and future directions are discussed.
Recommended Citation
Boyer, Amanda B., "Low Stress Algorithms for Children with Difficulty in Mathematics" (2004). Masters Theses. 1332.
https://thekeep.eiu.edu/theses/1332
