| Faculty Advisor |
Jing Wang
|
|---|---|
| Contact Email | jwang99@unl.edu |
| Website | |
| Advisor College: |
Education & Human Sciences
|
| Potential Student Tasks |
Students joining this project will gain hands-on experience in mathematics intervention research through a range of applied and collaborative tasks. Core responsibilities include learning to deliver evidence-based mathematics interventions with fidelity, preparing instructional materials, and collecting data during intervention delivery to support ongoing progress monitoring. Students are expected to attend weekly or biweekly lab meetings, come prepared to share updates on their work, and present progress in a clear and organized manner. |
| Student Qualifications |
Demonstrate a genuine commitment to participating in a rigorous scientific project. This work requires students who are self-motivated and responsible, and a strong work ethic and willingness to invest sustained effort over the course of the project are expected of all team members. Prior experience in education, psychology, or a related field is welcomed but not required, what matters most is a sincere interest in mathematics education and research. |
| Training, Mentoring, and Workplace Community |
Students joining this project will receive structured training and ongoing mentorship to support their development as emerging researchers. Initial training will cover the background knowledge of evidence-based mathematics intervention, procedures for delivering interventions with fidelity, and protocols for data collection and management. Students will be mentored directly by the faculty mentor. Also, students will become part of an active and collegial research community. Weekly or biweekly lab meetings provide a consistent space for collaboration and peer learning. The lab prioritizes an inclusive and supportive environment where all team members, regardless of prior research experience, are valued contributors. Students can expect to leave this project with applied research skills, a deeper knowledge of mathematics intervention, and hands-on experience working directly with K-6 students. |
| Available Positions |
2
|
Students who struggle with mathematics face compounding challenges across grade levels, as early difficulties often persist and intensify without targeted support. This project examines the effects of evidence-based practices (EBPs) designed to support K-6 students who demonstrate difficulties in mathematics, including those with learning disabilities and those identified as at risk for mathematics failure. For example, schema-based instruction (SBI), an approach that teaches students to recognize and categorize problem structures before solving, has demonstrated large effects in supporting students who struggle with mathematics word problem solving.
EBPs in mathematics education draw from decades of intervention research and are characterized by explicit and systematic instruction, guided practice with feedback, and careful attention to conceptual understanding alongside procedural fluency. Interventions will be delivered in either an online synchronous setting or an in-person setting. Findings from this work are expected to inform both practitioner decision-making and future research priorities by clarifying which practices produce meaningful and lasting gains for students who have limited access to high-quality mathematics instruction.