Highly and Minimally Guided Discovery Instruction
Intervention Details
Subject
MathAcademic Program
General EducationDuration
∼3.5 weeks (Stage I) + ∼4 weeks (Stage II) + ∼4 weeks (Stage III) = ∼11.5 weeksGrades
K, 1, 2, 3Personnel
General Education Teacher
Intervention Summary
The intervention is a computer-based training program that targets the development of reasoning strategies for basic add-1 and doubles combinations in elementary school students. The program consists of five stages of training, including concrete training, estimation training, strategy training, practice, and review. The program uses a combination of virtual manipulatives, word problems, and number lists to help students develop fluency with add-1 and doubles combinations.
Grades
K, 1, 2, 3Personnel
General Education TeacherStatistical Finding Summary
Positive effect on fluency with practiced add-1 combinations
Positive effect on fluency with practiced doubles combinations
Positive effect on transfer to unpracticed doubles combinations
No effect on fluency with unpracticed add-1 combinations for the add-1 group versus the doubles group
No effect on fluency with unpracticed add-1 combinations for the practice group versus the doubles group
No significant difference between the add-1 and practice groups for practiced or unpracticed add-1 combinations
No significant difference between the doubles and practice groups for practiced doubles combinations
Positive effect on transfer to unpracticed doubles combinations for the doubles group versus the practice group
Positive effect on transfer to unpracticed doubles combinations increased with grade level
Source
Arthur J., B., David J., P., Erin E., R. & Michael D., E. (2015). The Impact of Highly and Minimally Guided Discovery Instruction on Promoting the Learning of Reasoning Strategies for Basic Add-1 and Doubles Combinations (ED577294). ERIC. https://files.eric.ed.gov/fulltext/ED577294.pdf.
Data Sample by Population
These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.
The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.