An Exploration of the Math Names for Numbers: An Early Childhood Mathematics Intervention

Autor/in	Magargee, Suzanne Dean
Titel	An Exploration of the Math Names for Numbers: An Early Childhood Mathematics Intervention
Quelle	(2017), (176 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of the Incarnate Word
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-4342-8
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Intervention; Formative Evaluation; Summative Evaluation; Achievement Tests; Standardized Tests; Mathematics Achievement; Numbers; Comparative Analysis; Problem Solving; Longitudinal Studies; Elementary School Students; Elementary Schools; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zahlenraum; Problemlösen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule
Abstract	A longitudinal study of the effects of an early childhood mathematics intervention was conducted in 2 private elementary schools in a large city in central Texas. The study included 377 participants in prekindergarten through fifth grades. Explicit non-inverted number names were taught in English and Spanish to prekindergarten and kindergarten students, with formative assessments conducted during this timeframe. Summative assessment results from standardized achievement tests were collected in grades 1 through 5 from 341 of the participants. Normal curve equivalent scores of total mathematics achievement, problem solving, and mathematics procedures were compared among groups of children with no or up to 2 academic years of experience using explicit non-inverted number names. Children in Grade 1 who had no experience with the intervention, scored significantly higher than the other children in mathematics procedures. After the first grade, a means trend emerged, showing children with the most experience demonstrated higher overall mean scores within the three measures. In Grade 3, children with the most experience using the intervention demonstrated significantly higher scores in mathematics procedures. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01