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ERIC Number: ED558698
Record Type: Non-Journal
Publication Date: 2013
Pages: 109
Abstractor: As Provided
ISBN: 978-1-3032-6522-8
Early Numeracy Intervention: Does Quantity Discrimination Really Work?
Hansmann, Paul
ProQuest LLC, Ph.D. Dissertation, Oklahoma State University
Scope and Method of Study: The current study demonstrates that a taped problem intervention is an effective tool for increasing the early numeracy skill of QD. A taped problems intervention was used with two variations of the quantity discrimination measure (triangle and traditional). A 3x2 doubly multivariate multivariate analysis of variance was used to analyze the pre/post data across time and group on each assessment measure. Findings and Conclusions: Findings indicated that the both forms of the quantity discrimination measure are useful assessment measures for student progress however intervening on these skills does now generalize across more complex math skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A