ERIC Number: ED048923
Record Type: RIE
Publication Date: 1971-Feb-4
Reference Count: 0
The Efficacy of a Mathematics Readiness Program for Inducing Conservation of Number, Weight, Area, Mass, and Volume in Disadvantaged Preschool Children in the Southern United States.
Young, Beverly S.
The present study was designed to determine whether conservation of number, weight, volume, area, and mass could be learned and retained by disadvantaged preschool children when taught by an inexperienced classroom teacher. An instructional sequence of 10-minute lessons was presented on alternate days over a 3 1/2 week period by preservice elementary education majors to 93 children 3-5 years of age. Instructions to the teacher consisted of ten typed lesson plans which permitted flexibility in wording and phrasing but were structured in terms of specific tasks and experiences. Children in the experimental group were subdivided into smaller, homogeneous groups of 4-6 children for training. A control group was exposed to an enriched environment but received no training. Results showed significant gains for the experimental group in 15 of the 18 criterion subtests and significant interaction between chronological age (CA), mental age (MA), and intelligence quotient (IQ) levels. An analysis for retention showed no extinction. Instruction appeared to be effective for students above the 3-year-old level in MA and CA, and for IQ levels above 65. When disadvantaged children were compared with advantaged children of the same MA level, or of the same IQ level, significant differences appeared. (WY)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Stephen F. Austin State Univ., Nacogdoches, TX.
Note: Paper presented at the annual meeting of the American Educational Research Association, New York, New York, February 4, 1971