The Impact of STARS Mnemonic Strategy Instruction on Algebra Test Scores for Students with Deficits in Math
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Date
2018-03-30
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Johns Hopkins University
Abstract
Within the field of special education, students with disabilities consistently score lower on standardized mathematics exams compared to their general education counterparts. Attempts at improving student achievement have taken place at the local, state, and national levels, students have made minimal gains. This study examined the experiences of special education teachers who teach mathematics by integrating a cognitive strategy, the STARS mnemonic strategy, with Algebra instruction and by examining the experiences of students who received this instruction. The intervention sought to engage teachers with improving mathematical and strategy instruction, increasing student mathematical performance on the New York State Common Core Algebra Regents Exam, and changing teachers’ perception of teaching and students’ perception on learning. A mixed methods study was conducted to explore the experiences of teachers who integrated the STARS mnemonic strategy with their lessons, as well as the experiences of students who received this instruction. The 2 teachers and 44 students were from an urban, public charter higher school in the Bronx, New York. Teacher and student satisfaction surveys, teacher and student focus groups, and teacher instructional rating scales were used to understand teacher and student experiences. Common Core Algebra Regents Exam scores were also used to determine the effects of the intervention on student mathematical performance. Although statistically significant differences were not found, teachers demonstrated a change in their perception of teaching and students changed their perception on problem solving in mathematics. Qualitative data showed that teachers and students benefited from the intervention.
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Keywords
Special Education, Mathematics, Algebra, Tests