This formative study of a multiplicative reasoning (MR) intervention explored the intervention's potential for improving the ability of third-grade struggling students’ ability to reason with multiplicative concepts and procedures. The feasibility of the study was examined in a school setting before a randomized control trial was conducted. Students who scored between the 10th and 35th percentile on a district-administered math screening test received the MR intervention from their teachers. We developed intervention units to build a conceptual foundation in a student-centered approach to Tier 2 instruction that included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships with multiple representations. Preliminary data demonstrate the potential of the intervention to promote students’ MR skills. Instructional implications are discussed in terms of opportunities for these students to engage in grade-level mathematics content.

中文翻译：

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在努力学习数学的三年级学生中建立对乘法推理内容的概念理解：可行性研究

这项乘法推理 (MR) 干预的形成性研究探讨了该干预措施在提高三年级困难学生使用乘法概念和程序进行推理的能力方面的潜力。在进行随机对照试验之前，在学校环境中检查了该研究的可行性。在学区管理的数学筛选测试中得分在 10% 到 35% 之间的学生会接受老师的 MR 干预。我们开发了干预单元，以建立以学生为中心的第二级教学方法的概念基础，其中包括让学生在归纳大想法、参与课堂讨论以及用多种表示建模乘法关系时进行批判性思维的机会。初步数据表明干预措施在提高学生 MR 技能方面的潜力。教学意义是根据这些学生参与年级数学内容的机会来讨论的。