Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in a new geographical region. Participating students were randomized into one of three conditions: (a) 2:1 mathematics intervention group, (b) 5:1 mathematics intervention group, or (c) business-as-usual instruction. Relative to the original study, findings from the replication varied. When comparing the treatment groups to the control, results suggested positive effects on all outcome measures, including a follow-up assessment administered one year later. However, differences between the two treatment groups based on group size were not found in the mathematics outcome measures. Both groups also received commensurate levels of observed instructional interactions. Implications for unpacking contextual differences between original research and their replications as well as using future research to explore the quantity and quality of instructional interactions as ways to explain variation in findings of group size are discussed.

中文翻译：

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熟练掌握数字概念和运算：复制一年级数学干预的效果。

概念复制是教育科学的重要组成部分。方法论上严格的概念复制研究使研究人员能够测试和加强研究初步结果的普遍性。当前的概念复制旨在复制在新地理区域对 240 名有数学困难的一年级学生进行小组一年级数学干预的效果。参与的学生被随机分配到以下三种条件之一：(a) 2:1 数学干预组，(b) 5:1 数学干预组，或 (c) 照常教学。相对于原始研究，重复研究的结果有所不同。当将治疗组与对照组进行比较时，结果表明对所有结果指标均产生积极影响，包括一年后进行的后续评估。然而，在数学结果测量中没有发现两个治疗组之间基于组大小的差异。两组还接受了相应水平的观察到的教学互动。讨论了揭示原始研究与其重复研究之间的背景差异以及利用未来研究探索教学互动的数量和质量作为解释小组规模研究结果差异的方法的含义。