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ERIC Number: EJ1009538
Record Type: Journal
Publication Date: 2013-Jun
Pages: 22
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0162-3737
Teaching Students What They Already Know? The (Mis)Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten
Engel, Mimi; Claessens, Amy; Finch, Maida A.
Educational Evaluation and Policy Analysis, v35 n2 p157-178 Jun 2013
Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast majority of children entered kindergarten having mastered basic counting and able to recognize simple geometric shapes, their teachers reported spending the most mathematics time--typically about 13 days per month--on this content. On average, exposure to this basic mathematics content was negatively associated with math achievement across kindergarten. Importantly, children with the lowest levels of math skills benefited from exposure to this basic mathematics content whereas other children benefited from exposure to more advanced content. (Contains 7 tables, 1 figure, and 3 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A