Targeted, one-to-one instruction in whole-number arithmetic: a framework of key elements

摘要

In Australia, although there has been strong advocacy for individualised intervention programs, there is a limited research literature available that focuses on teacher-student interactions and teaching practices related to one-to-one instruction. This investigation seeks to address that gap. Its aim is to identify and illuminate the nature of Key Elements of one-to-one instruction that expert tutors use when interacting in intensive, one-to-one instruction of wholenumber arithmetic with Years 3 and 4 students. A Key Element is a microinstructional strategy that is the smallest unit of analysis of highly interactive one-to-one instruction.