NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ953764
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1040-9289
Connecting Neuroscience, Cognitive, and Educational Theories and Research to Practice: A Review of Mathematics Intervention Programs
Kroeger, Lori A.; Brown, Rhonda Douglas; O'Brien, Beth A.
Early Education and Development, v23 n1 p37-58 2012
Research Findings: This article describes major theories and research on math cognition across the fields of neuroscience, cognitive psychology, and education and connects these literatures to intervention practices. Commercially available math intervention programs were identified and evaluated using the following questions: (a) Did neuroscience research inform the development of the program? or Is the program consistent with neuroscience theory and research? (b) Which cognitive processes are targeted by the program? and (c) What kinds of research support the program? A detailed review is provided for each program supported by empirical, peer-reviewed research. Practice or Policy: Twenty commercially available math intervention programs designed for pre-kindergarten through 3rd-grade students were identified. Three programs had publisher-reported use of neuroscience research in their development: Fluency and Automaticity through Systematic Teaching with Technology (FASTT Math), Number Worlds, and The Number Race. Five programs reported empirical, peer-reviewed research and are reviewed in detail: Accelerated Math, Corrective Mathematics, FASTT Math, Number Worlds, and The Number Race. Results indicate that although a great number of programs are available, few have been validated through empirical, peer-reviewed research. Practitioners should carefully review programs prior to their implementation, paying particular attention to targeted cognitive processes and the research base supporting the program's efficacy. (Contains 2 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A