DISTAR Arithmetic
Overview
Focus
Specific Skills
- Algebra
- Basic Math Operations
- Fractions
- Number Sense
- Word Problems
Program Length
Unspecified
Program Description
""The concept underlying Distar® Arithmetic is that virtually all children can learn if we teach them carefully. The basic math skills tasks are structured as simply as possible so that students fully understand each step. Lessons emphasize thinking and understanding before memorization. Students are shown how to use consistent, step-by-step thinking processes so all students, even hard-to-teach children, can solve increasingly complex story problems independently and with confidence.""
Visit Program WebsiteCost
Individual component prices range from $65.40 to $592.56 Classroom kits range from $24.40 to $1,595.84
More Pricing DetailsDemographics & Delivery
Intended Population
- Unspecified
Grade
- Pre-K
- Elementary School
Intended Group Size
- Any
ELL/DLL
- Unspecified
Multisensory Applications
- No
Computer-Based Delivery
- None
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Comprehensive
Placement Tests
- Yes
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- Yes
Error Correction Built In
- Unspecified
Fidelity Measures Provided by Publisher
- Unspecified
Research & Evaluation
Research Summary
Some studies have shown that students who participate in direct instructional mathematic programs do better than the control groups in a variety of mathematical skills. There are not many studies on Distar Arithmetic in particular, but there is a lot of literature on direct instruction in mathematics.
Study Citations
Adamson, G. Y. (1975). Mathematics achievement between first-grade students using developing mathematical processes and Distar arithmetic mathematics instruction (Doctoral dissertation). Dissertation Abstracts International, 4211A.
Leiter, W. H. (1971). Analysis of an early childhood learning program in granite school district, Salt Lake City, Utah (Unpublished doctoral dissertation). Brigham Young University, Provo, Utah.
What Works Clearinghouse (WWC) Report
- No discernible effects
Evidence-Based Practice (EBP)
- Mixed evidence