Kindergarteners' Achievement on Geometry and Measurement Units That Incorporate a Gifted Education Approach

Autor/inn/en	Casa, Tutita M.; Firmender, Janine M.; Gavin, M. Katherine; Carroll, Susan R.
Titel	Kindergarteners' Achievement on Geometry and Measurement Units That Incorporate a Gifted Education Approach
Quelle	In: Gifted Child Quarterly, 61 (2017) 1, S.52-72 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986216671806
Schlagwörter	Kindergarten; Mathematics Achievement; Geometry; Measurement; Academically Gifted; Teaching Methods; Control Groups; Experimental Groups; Intervention; Hierarchical Linear Modeling; Comparative Analysis; Achievement Tests; Standardized Tests; Mathematics Curriculum; Faculty Development; Connecticut; Kentucky; South Carolina; Texas; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geometrie; Messverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	This research responds to the call by early childhood educators advocating for more challenging mathematics curriculum at the primary level. The kindergarten Project M[superscript 2] units focus on challenging geometry and measurement concepts by positioning students as practicing mathematicians. The research reported herein highlights the features of the kindergarten units and reports on student achievement, including the differences between the intervention and comparison groups. Hierarchical linear modeling results indicate that students in the intervention group (n = 210) outperformed those in the comparison group (n = 196) on the Iowa Tests of Basic Skills Mathematics subscale (p < 0.01; d = 0.25), and an open-response assessment (p < 0.001; d = 2.68) encompassing performance-based, verbal, and written components. These results suggest that kindergarteners can achieve at high levels of mathematical understanding when given the opportunity to learn from more challenging curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01