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. 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."

Cost

Individual component prices range from $65.40 to $592.56; Classroom kits range from $24.40 to $1,595.84

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

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 Summary

Some studies suggest that students who participate in direct instructional mathematic programs outperform control groups across a range of mathematical skills. However, there is limited research specifically on Distar Arithmetic, and the existing studies are not peer-reviewed, which excludes them from consideration in our rating. Nonetheless, there is a substantial body 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 Analysis of an early childhood learning program in granite school district, Salt Lake City, Utah (Unpublished doctoral dissertation).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.

Evidence-Based Practice (EBP)

• Mixed evidence
• Promising practice