Reasoning about Representations: Effects of an Early Math Intervention

The outcomes of a longitudinal randomized number sense intervention including pre-, post- and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational-Abstract principles, a structured explicit 10-week program focusing...

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Bibliographic Details
Published in:Scandinavian journal of educational research 2020-07, Vol.64 (5), p.782-800
Main Authors: Sterner, Görel, Wolff, Ulrika, Helenius, Ola
Format: Article
Language:English
Subjects:
Academic achievement
achievement
Comparative Analysis
curriculum
difficulties
disabilities
Early intervention
Education & Educational Research
Educational evaluation
Elementary School Students
Factor Analysis
Foreign Countries
Grade 1
Instructional Effectiveness
Intervention
knowledge
Longitudinal Studies
Matematik
Mathematics
Mathematics Instruction
Mathematics Tests
number
number-sense intervention
Numbers
Numeracy
Pedagogik
Pedagogy
Preschool Education
Pretests Posttests
Reasoning
representations
Short Term Memory
skills
Teaching Methods
Thinking Skills
trajectories
working-memory
young-children
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Summary:The outcomes of a longitudinal randomized number sense intervention including pre-, post- and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational-Abstract principles, a structured explicit 10-week program focusing on numbers and collective reasoning about representations was conducted by the classroom teachers. In addition to their regular mathematics teaching, a trained control group received an equally structured and explicit intervention program but without the critical mathematics component. The children in the experimental group outperformed the children in the control group on number sense growth between the pre- and the post-test. There was also a sustained effect of the intervention nine months later when children were assessed in Grade 1.
ISSN:0031-3831
1470-1170
DOI:10.1080/00313831.2019.1600579