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ERIC Number: ED060154
Record Type: RIE
Publication Date: 1970-Dec
Reference Count: 0
Inducing Conservation of Number, Weight, Volume, Area and Mass in Disadvantaged Pre-School Children: A Mathematics Readiness. Final Report.
Young, Beverly S.
The purpose of the study was to determine whether mathematical concepts could be learned and retained by disadvantaged preschool children when taught by an inexperienced teacher. College sophomores used printed lesson plans with no further instruction with 94 severely disadvantaged children attending either Headstart schools of Day Care Centers in the deep south. The lessons consisted of two 10-minute lessons on the concepts "more" and "same" and eight 10-minute conservation lessons. Following the teaching sessions the experimental groups, each composed of four to six children, and control groups were each randomly split. Half were post-tested immediately. The other half were post-tested six weeks later to check on retention. The main results were: experimental lessons were effective among disadvantaged children; lessons were simple enough to be taught effectively by inexperienced teachers; and there was a significant difference in effectiveness of the lessons at different chronological, mental age, and IQ levels. (Author/LM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stephen F. Austin State Univ., Nacogdoches, TX.