Instructional factors related to mathematics achievement: Evaluation of a mathematics intervention

In recent years efforts have been made to reform mathematics education expectations in the United States to include conceptual understanding of mathematics as well as proficiency and fluency in basic mathematics skills. With these new expectations, programs and interventions have been created to integrate both of these areas of mathematics education. As we attempt to create these new programs, we must examine them in the process. In this study, a computer-based instructional management system in mathematics, Accelerated Math, was examined. Data were collected on the way teachers implemented the management system and related to academic student outcomes.;Seventeen third and fifth grade classes participated in the study. Implementation of the management system was measured through five instructional components. Data were collected on the instructional components through direct observation, teacher reports and management system reports. Data on student academic outcomes were collected through management system reports and nationally standardized mathematics achievement tests. Nine research questions relating instructional components and student outcomes were addressed through partial correlations, analyses of covariance and non-statistical analysis of data. It was found that allocated time, instructional match and teacher monitoring of progress was positively related to student engagement and success within the Accelerated Math program. For achievement outcomes, corrective instructional feedback was positively related to student achievement growth. Several barriers to implementation as well as factors that enhance implementation were identified.