NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1099346
Record Type: Journal
Publication Date: 2016-Jun
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1954
EISSN: N/A
Do Explicit Number Names Accelerate Pre-Kindergarteners' Numeracy and Place Value Acquisition?
Magargee, Suzanne D.; Beauford, Judith E.
Educational Studies in Mathematics, v92 n2 p179-192 Jun 2016
The purpose of this longitudinal study is to investigate whether an early childhood intervention using an explicit and transparent number naming system will have a lasting benefit to English and Spanish speaking children in their mathematics achievement related to number sense by accelerating their acquisition of concepts of numeracy and place value recognition. Statistical analysis of the results of the "Stanford Achievement Test" administered to school children in grades 1 through 5 at a school in Texas (USA) over a 6-year period of time showed consistent differences between those children who had participated in the intervention program by learning to count using explicit numbers names in Pre-Kindergarten and those who had not participated in the program. The advantages of this study were most apparent in children in the fourth grade, 6 years after their Pre-Kindergarten experience with explicit number names, particularly with those who had 2 years of experience with explicit number names.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Stanford Achievement Tests
Grant or Contract Numbers: N/A