Publication record
- Original publication period
- January–June 2025
- Digitized / uploaded online
- August 10, 2026
The digitization/upload date records when this file was added to the website; it is not the article's original publication date.
Abstract
Strategic intervention materials are most useful when instructional tasks and assessment evidence are aligned to a clear learning progression. This article conducts a design analysis of a Grade 3 mathematics intervention on comparing whole numbers up to 10,000. Rather than treating correct symbol selection as the sole outcome, the proposed progression distinguishes prerequisite place-value knowledge, comparison strategy, symbolic fluency, number-line interpretation, contextual transfer, and error correction. Assessment cards from the source are reorganized into an evidence-centered cycle of elicitation, interpretation, feedback, and enrichment. A diagnostic error taxonomy is presented for digit-count errors, misaligned-place errors, first-difference errors, symbol-reversal errors, equality errors, and contextual-reasoning errors. The article also identifies inconsistencies in the source that demonstrate why answer-key moderation and item validation are essential. The resulting framework supports formative use of intervention materials while making no unsupported claim about measured achievement effects.