Supporting Research for JUMP Approach - Barrier 4

Barrier 1: Students who are anxious or who lack a sense of self efficacy have trouble focusing and staying on task.

Barrier 2: Students who feel inferior are less likely to be engaged in their lessons. In early primary school, children start to believe some children are superior or "smarter" in math.

Barrier 3: Students who believe that success depends on innate ability do poorly compared to those who believe that success depends on effort.

Barrier 4: Research has shown that students need extensive practice to master new concepts and skills, but they aren't always motivated to practice.

Supporting Research:

  • Anderson, J. R., Reder, L. M., & Simon, H. A. (2000). Applications and misapplications of cognitive psychology to mathematics education. Texas Educational Review, Summer.
  • Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2010). The effects of strategic counting instruction, with and without deliberate practices on number combination skill among students with mathematics difficulties. Learning and Individual Differences, 20, 89-100.
  • Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning & Instruction, 19(3), 243-258

Solution: Practice doesn't need to be "drill and kill." Turn practice into games that engage students and make math enjoyable, by embedding it in exercises in which students are challenged, constantly reach higher levels of success, and receive immediate feedback.

Supporting Research:

  • Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (NCER 2004-2007). Organizing Instruction and Study to Improve Student Learning, Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education
  • Anderson, E. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, Vol. 100, No. 3, 363-406.

Barrier 5: The brain is easily overwhelmed by too much new information; math problems that are too complex or overly contextualized or texts that have too many new ideas on a page can discourage and confuse students.

Barrier 6: Weak readers and ESL students can be overwhelmed by too much text, making their language challenges a barrier to achievement in math.

Barrier 7: It is important to teach mathematics using models, but sometimes concrete materials can be distracting or confusing: students don't necessarily learn efficiently from using manipulatives in unstructured lessons.

Barrier 8: Students who haven't mastered basic number facts and operations and committed them to long term memory must use short term memory to do so, leaving inadequate short term memory capacity for problem solving. Students who haven't mastered basic number facts also have trouble seeing patterns and making estimates and predictions.

Barrier 9: Students often memorize rules or procedures without understanding. This may enable them to answer narrowly put questions, but without promoting true understanding: math doesn't always make sense to them.

Barrier 10: To succeed in later grades, students must master the concepts and skills taught in the elementary curriculum. But many students never master these skills and concepts, even though the vast majority are capable of doing so.

Related Information


Research Goals and Purposes

Research Reports about JUMP