Supporting Students with Calculation Difficulties. An Intervention Study to support Students with low Mathematics Achievement in Low Track and Special Education Schools (ScaRf)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 13.02.2017 |
|---|---|
| Current Version Available Since | 13.02.2017 |
| Survey Period | 2009, 2010 |
| Sample | Students in grade 5 (N=490) (Low Track and Comprehensive School) and 7 (Special School) (N=116); Classes (N=35) |
| Survey Unit | Students |
| Measured Competencies | Cognitive Performance Skills, Mathematics Achievement |
| Region | North Rhine-Westphalia |
| Principal Investigators | Wember, Prof. Dr. Franz B. |
| Data Producers | Technische Universität Dortmund Wember, Prof. Dr. Franz B. |
| Funded by | Federal Ministry of Education and Research |
| Link | https://www.forschungsdaten-bildung.de/studien/459-schwache-rechnerinnen-und-rechner-foerdern/?cHash=d5d9729203402feb6aa1a7e005c01af5 |
| Suggested Citation | Freesemann, O., Moser Opitz, E., & Prediger, S. (2016). Schwache Rechnerinnen und Rechner fördern. Eine Interventionsstudie zur Förderung von Schülerinnen und Schülern mit schwachen Mathematikleistungen an Haupt- und Förderschulen (ScaRf) [Supporting Students with Calculation Difficulties. An Intervention Study to support Students with low Mathematics Achievement in Low Track and Special Education Schools (ScaRf)] (Version 1) [Data set]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_ScaRf_v1 |
| Restriction Notice | The data were collected with the published instrument, but the published version does not correspond in all details to the instrument used in the study. The item order has changed in some cases, and two items were removed from the data set for publication. |
Project description
The project aimed at developing, implementing and evaluating an intervention program targeted at supporting the basic mathematical knowledge of students with low calculation skills in secondary school (Grade 5 in Low Track and Comprehensive Schools, Grade 7 in Special Education Schools). Considering previous research results it was assumed that supporting basic mathematical knowledge should also lead to higher mathematics achievement. In addition the effects of different types of support were evaluated. Therefore, the sample of students with weak calculation abilities was divided into two intervention groups and one control group. For a period of 14 weeks the intervention groups received support in basic mathematical knowledge („Sicher im mathematischen Basisstoff“, SimBa). The first experimental group was taught in small learning groups and was closely supported by the teacher. The second experimental group received the training in partly integrated into the regular classroom teaching (autonomous work with diagnose directed material for two lessons per week, one additional lesson with support). The control group didn’t receive any special support. At the end of the support period and after three month the mathematics was tested. The results show that students of the intervention groups as well as the control group showed a significant increase in their mathematical achievement. (IQB)
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
Documentation
Here you can find further documentation.
Literature
Selected literature is listed here (as of July 2021).
2017
Moser Opitz, E., Freesemann, O., Prediger, S., Grob, U., Matull, I. & Hußmann, S. (2017). Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools. Journal of Learning Disabilities, 50(6), 724–736. https://doi.org/10.1177/0022219416668323
2016
Freesemann, O., Moser Opitz, E. & Prediger, S. (2016). Schwache Rechnerinnen und Rechner fördern. Eine Interventionsstudie zur Förderung von Schülerinnen und Schülern mit schwachen Mathematikleistungen an Haupt- und Förderschulen (ScaRf) (Version 1) [Datensatz]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_ScaRf_v1
Moser Opitz, E., Freesemann, O., Grob, U. & Prediger, S. (2016). BASIS-MATH-G 4+-5. Bern: Hogrefe.
Wember, F. B., Moser Opitz, E. & Freesemann, O. (2016). Schwache Rechnerinnen und Rechner fördern. Eine Interventionsstudie zur Förderung von Schülerinnen und Schülern mit schwachen Mathematikleistungen an Haupt-, Gesamt- und Förderschulen (FKZ 01GJ0859). Dokumentation.
2014
Freesemann, O. (2014). Schwache Rechnerinnen und Rechner fördern. Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-04471-8
2013
Prediger, S., Freesemann, O., Moser Opitz, E. & Hußmann, S. (2013). Unverzichtbare Verstehensgrundlagen statt kurzfristiger Reparatur - Förderung bei mathematischen Lernschwierigkeiten in Klasse 5. PM: Praxis der Mathematik in der Schule, 55(51), 12–17.
2012
Moser Opitz, E. & Freesemann, O. (2012). Rechenschwäche: Diagnose, Merkmale, Fördermöglichkeiten. Schweizerische Zeitschrift für Heilpädagogik, 18(6), 5–14.