Incorporate self-regulation or classroom-management components into mathematics interventions for lower-achieving students¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 3 studies (2 quant-synthesis, 1 associational), q2–q3 · 0 of 3 report an effect size · 3 claims rest on one study

Description¶

Based on the finding that even low-attentive students with average or better sixth-grade competence gained less than more attentive peers, the authors suggest a causal relation and draw an implementation implication: "interventions for lower-achieving students might need to incorporate components on self-regulation or enhancement of classroom management strategies." This is the authors' own forward-looking recommendation, not a tested manipulation in this study.

Design Implications¶

Context¶

Requirements¶

• Identification of lower-achieving students whose in-class attention is below average

Constraints¶

• The underlying attention-gains relation is correlational; the article states it cannot determine whether low attentive behavior causes smaller gains

Target Learners¶

• lower-achieving middle school mathematics students

Target Learning Goals¶

• mathematics achievement gains via improved classroom engagement

Claims¶

• In-class attention and complex spatial ability (MRT) predict seventh-grade mathematics achievement above and beyond prior mathematical knowledge [+W]
• Mathematics anxiety for learning is indirectly related to seventh-grade mathematics achievement through reduced in-class attention [+W]
• Prior mathematical competence by in-class attention interaction: attention benefits were strongest among students with stronger prior knowledge [+W]
• Self Monitoring Improves On Task Behavior [+M]

Related Strategies¶

• Interaction with Natural Environment
• Mindfulness Techniques for Managing Emotional Impulses
• Math Anxiety Reduction

Examples¶

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Key Sources¶

• Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2021). In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement. Journal of Educational Psychology, 113(4), 754-769. https://doi.org/10.1037/edu0000487