>>The Institute
of Education Sciences is the research, evaluation
and statistics arm of the U.S. Department
of Education. IES supports research that addresses important
issues in education and develops solutions that improves school readiness
and education outcomes for all students. [MUSIC]>>So there’s four
main components of the IQ intervention. First is introducing
the equal sign outside of an
arithmetic context; so instead of just being two
plus three equals five, five equals five or one foot
equals twelve inches, and trying to show them
that this is a sign that means to relationally
compare something, not just to add up numbers. The second part is providing
them with what we call “non-traditional
arithmetic practice,” that means instead of seeing
four plus two equals six, mixing it up a little bit and
saying six equals four plus two, or six equals two
plus two plus two. The third is concreteness
fading exercises. So first thing we want
to do with students is help them have
concrete examples that are familiar
to them in real life in learning about equivalence so for instance a frog and a monkey are both
collecting stickers, and we want them to both have
the same number of stickers. Then the frog might
start with two stickers, the monkey has five stickers,
and the question would be, is, how many more stickers
do they need so they both have equal
number of stickers, until it becomes just
completely abstract, and it’s the more
mathematical formalism. Then finally, we asked students
to explain what they’re doing, and we ask them
to explain the answers and how they’re
solving a problem. So they might get a problem
like three plus six equals blank plus seven, and they might see two different
students’ versions of it that give wrong examples — one of them’s wrong,
one of them’s correct. And they’re asked to explain why the student that was
incorrect was incorrect. That helps them think
about their own problem-solving process more than just
getting the answer. So we found that the students
that use the IQ materials had increased performance
in a number of areas, so including equation solving,
equation encoding — which means they’re
able to remember what they saw correctly, and providing relational
definitions of the equal sign. We also found that
their knowledge transferred to solving more complex
equations and word problems, and they were also able
to explain equivalence. So we’re continuing to run
the study with the teachers across the State of California. We actively have teachers across
the state running it right now, and next year we’ll be
recruiting one more cohort to participate in the study. And if similar findings hold, we really hope to get these
materials out to teachers, and we’ll be working
with Dr. Nicole McNeil and figuring out the best way
to get these available and into the hands of teachers
across the country. So I think the most exciting
thing about this, these set of materials, is that it’s a very easy thing
to implement in schools. It’s just 15 minutes,
twice a week. The teachers that have
been using the materials are really excited about them; they find it very easy
to integrate with their classes. And we see this huge advantage
of this area of math that the students just haven’t
really been exposed to and they haven’t
been practicing.>>The Institute of Education
Sciences’ priority is research that contributes
to improved education outcomes for all students. We fund research on new, practical and innovative
approaches that can help teachers
and students successfully meet twenty-first
century challenges.