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Journal article
An Investigation of Simultaneous Prompting to Teach an Addition Algorithm to Preschool Students
Journal of education and learning, Vol.13(1), p.18
12/18/2023
Abstract
This manuscript reports the results of an investigation of the simultaneous prompting procedure to teach a five-step algorithm for solving three addition basic facts. Four preschool students receiving Tier 1 services in their school's multi-tier system of supports (MTSS) framework participated. A multiple probe across participants single case design was employed, and a visual analysis of the data indicate a functional relationship between the independent and dependent variable. Three of the participants achieved the mastery criterion and maintained the targeted learning outcome for 2-6 weeks. These participants applied the five-step algorithm to three sets of novel addition facts and acquired incidental information consisting of mathematics terminology. The fourth participant voluntarily discontinued her involvement in the study but, prior to her withdrawal, her data were similar to that of the other three participants. Social validity data from the participants' teachers confirmed their satisfaction with the study's procedures and participants' learning outcomes. The results extend those from related research and validate simultaneous prompting's effectiveness in teaching mathematics to students receiving Tier 1 and Tier 3 services in an MTSS framework. Topics for future research are discussed, and include investigating the effectiveness of simultaneous prompting to teach mathematics across students receiving services through all MTSS tiers.
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- Title
- An Investigation of Simultaneous Prompting to Teach an Addition Algorithm to Preschool Students
- Publication Details
- Journal of education and learning, Vol.13(1), p.18
- Resource Type
- Journal article
- Publisher
- Canadian Center of Science and Education; Canada
- Format
- link
- Number of pages
- 14
- Copyright
- Copyright for this article is retained by the author, with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
- Identifiers
- 99380492896706600
- Academic Unit
- School of Education
- Language
- English