Advantage Mathematics Recovery (AVMR): Building Foundational Skills for Upper Elementary Students using Small Group Interventions

Date of Award

Spring 5-15-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Courtney LaLonde

Keywords

small group, foundational skills

Abstract

The purpose of this study was to examine how Advantage Mathematics Recovery (AVMR) impacted the performance of low achieving students. The AVMR Program identifies students who struggle with foundational mathematic skills. Students were given a structuring assessment that analyzed the foundational skills of combining and partitioning numbers to 20 (adding and subtracting 0-20), subitizing (instantly recognizing how many in a small set), and thinking flexibly (able to use multiple strategies to solve a problem). After the assessment was administered, seven fifth-grade students were selected to participate in the study based on their need to improve in the key foundational areas identified.

Due to the COVID-19 pandemic, this action research project was not able to be completed as originally planned. Two weeks of data were collected, however sufficient evidence to determine a conclusion was not gathered. The original study would have observed students during the intervention time as well as their general education math time to monitor whether they were making progress towards the week’s goal or if the intervention was not working for any of the students. An autoethnographic approach was used to reflect on how the COVID-19 pandemic impacted this study and teaching.

Abstract only: No full text available.

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