Longitudinal Progress of 6-Year-Old Students Who Participated in an "Extending Mathematical Understanding" Mathematics Intervention Program [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA, 36th, Melbourne, Victoria, Australia, 2013).

Autor/inn/en	Gervasoni, Ann; Parish, Linda; Livesey, Carole; Croswell, Melissa; Bevan, Kate; Hadden, Teresa; Turkenburg, Kathie
Institution	Mathematics Education Research Group of Australasia
Titel	Longitudinal Progress of 6-Year-Old Students Who Participated in an "Extending Mathematical Understanding" Mathematics Intervention Program [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA, 36th, Melbourne, Victoria, Australia, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Elementary School Students; Primary Education; Longitudinal Studies; Mathematics Instruction; Intervention; Program Effectiveness; Mathematical Concepts; Acceleration (Education); Mathematics Skills; Numeracy; Multiplication; Addition; Subtraction; Knowledge Level; Australia + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Acceleration; Beschleunigung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Multiplikation; Subtraktion; Wissensbasis; Australien
Abstract	The longitudinal progress of 42 Grade 1 students who participated in a 10-20 week Extending Mathematical Understanding (EMU) intervention program was examined to evaluate the effectiveness of the program for enhancing and accelerating mathematics learning. Overall the students made accelerated progress during Grade 1 and their learning was maintained after the six-week summer break and also when they were assessed 12 months later. However, the rate of progress for many students was less during Grade 2 when they participated only in regular classroom lessons. [The research reported in this paper was funded by the Australian Government as part of the "Bridging the Numeracy Gap in Low SES and Indigenous Communities" Project.] (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01