Double the Math = Double the Achievement: How Stakeholders Perceive Double Dosing

Brown, Thuy Linh Awesome Work College Preparatory High School (AWCPHS), implemented math intervention classes for students with a history of failure in mathematics who were enrolled in Algebra I. The students selected for the intervention had not mastered grade-level mathematics concepts and skills, as measured by state and local assessments. This approach of students enrolled in more than one math course during the regular school year is referred to as “double dosing”. This qualitative method case study describes the experiences of key stakeholders with double dosing through interviews and observations in order to answer the research question, How do key stakeholders perceive the math intervention and the potential impact on student success? The study's findings revealed favorable outcomes for all stakeholders involved. Based on the findings of this research, it is suggested that the school should increase its intervention support and offer a math tutoring program to all students so they can access it whenever they need extra assistance. The tutoring program would also provide a space for students to voice their concerns and receive extra help when needed. One limitation about the study is that the analysis focused on one school and one school district, and is not generalizable outside of this population. The study's findings showed that the three themes that stakeholders had in common, and which were crucial elements of a math intervention, were mathematical mindset, engagement, and comfort. Overall, the stakeholders all agreed that math intervention and double dosing is beneficial to student success with mathematics. They all perceive math intervention in a positive light and are in favor of it. They all feel that math intervention is necessary because there are gaps in students’ foundational knowledge in math and their misunderstanding and misconceptions hinder their learning.

Grantor dc:publisher

Alverno College

Year dc:date

2023

Author dc:creator

• Brown, Thuy Linh

• Mathematics--Study and teaching (Secondary)
• Tutors and tutoring
• Double dose
• Math intervention
• Mathematical mindset

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/874

OAI identifier oai:identifier

oai:alverno.omeka.net:874