Fueyo, V., & Bushell, D., Jr. (1998).
Using number line procedures and peer tutoring to improve the mathematics computation of low-performing first graders.
Journal of Applied Behavior Analysis,
31, 417-430.
Recommendations for mathematics instruction frequently include
the use of manipulatives as a critical component. There are few
experimental analyses of teaching strategies involving the use of
manipulatives (e.g., the number line). This investigation used a
multiple baseline design across three groups of students to
examine the effectiveness of an experimental procedure for
improving low-performing children's skills in solving missing
addend arithmetic problems using the number line. To address
concerns about inadequate time for instruction and insufficient
practice in most mathematics instruction, trained peer tutors
implemented the procedure. The results suggest that student
performance improved when trained tutors taught the students
number line procedures and gave them feedback on accuracy.
Further, social validation data indicate that the students, their
tutors, and their classroom teachers liked the procedures.
DESCRIPTORS: number line, peer tutoring, feedback,
academicskills, low-performing students