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ERIC Number: EJ1088271
Record Type: Journal
Publication Date: 2015-May
Pages: 40
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
A Kindergarten Number-Sense Intervention with Contrasting Practice Conditions for Low-Achieving Children
Dyson, Nancy; Jordan, Nancy C.; Beliakoff, Amber; Hassinger-Das, Brenna
Journal for Research in Mathematics Education, v46 n3 p331-370 May 2015
The efficacy of a research-based number-sense intervention for low-achieving kindergartners was examined. Children (N = 126) were randomly assigned to 1 of 3 conditions: a number-sense intervention followed by a number-fact practice session, an identical number-sense intervention followed by a number-list practice session, or a business-as-usual control group. The number-fact practice condition not only gave children an additional advantage over the number-list practice condition on the outcomes at delayed posttest 8 weeks later but also was especially effective for producing gains in English learners.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: HD059170
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations