ERIC Number: EJ1125421
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 49
Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?
Watts, Tyler W.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine; Bailey, Drew H.
Journal of Research on Educational Effectiveness, v10 n1 p96-115 2017
Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention on "state" (occasion-specific) and "trait" (relatively stable) variability in mathematics achievement. Results indicated that, although the treatment had a large impact on state mathematics, the treatment had no effect on trait mathematics, or the aspect of mathematics achievement that influences stable individual differences in mathematics achievement over time. Results did suggest, however, that the intervention could affect the underlying processes in children's mathematical development by inducing more transfer of knowledge immediately following the intervention for students in the treated group.
Descriptors: Mathematics Education, Program Effectiveness, Mathematics Skills, Correlation, Student Characteristics, Transfer of Training, Urban Schools, Poverty, Curriculum, Mathematics Achievement, Interviews, Preschool Education, Elementary Education, Teaching Methods, Grade 1, Grade 4, Early Intervention
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 4; Intermediate Grades
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305K05157; R305A120813