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ERIC Number: ED512706
Record Type: Non-Journal
Publication Date: 2010
Pages: 9
Abstractor: ERIC
Reference Count: 18
The Role of Cognitive Strategy and Direct Instruction in Enhancing Kindergarten Students' Learning of Number Sense
Sood, Sheetal
Society for Research on Educational Effectiveness
Given that problems with number sense may have a causal influence on students' math learning difficulties and there is a lack of empirical studies that have examined the effectiveness of number sense interventions for kindergarten students with math difficulties, the purpose of the present study was to evaluate the effectiveness of number sense instruction on the acquisition and maintenance of mathematics competence by kindergarten students. Kindergarten students from five classrooms in one elementary school, located in a suburban school district in northeast Pennsylvania, participated in this study. Overall results of this study support previous research in that carefully sequenced activities focusing on the big ideas of number sense (e.g., spatial relationship; one more, one less, two more, and two less; benchmarks of five and ten; part-part whole relationship) (Van de Walle, 2007) as well as the use of explicit instruction (e.g., following the model, lead, guided practice, and independent practice paradigm) (Gersten & Chard, 1999; Kame'enui & Carnine, 2002) when combined with opportunities for practice, lead to significant improvements in number sense skills of kindergarten students (Carnine,1997, Van de Walle, 2004). The present study shows preliminary evidence that instruction combining big ideas of number sense and explicit instruction can enhance mathematics competence of kindergarten students. Although further replication of these preliminary findings is necessary, the findings of this study can shed some light on current instructional practices for kindergarten students that are foundational for later mathematical learning.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Pennsylvania