Comparing the Efficacy of Early Arithmetic Instruction Based on a Learning Trajectory and Teaching-to-a-Target

Autor/inn/en	Clements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Kutaka, Traci S.; Chernyavskiy, Pavel; Joswick, Candace; Cong, Menglong; Joseph, Ellen
Titel	Comparing the Efficacy of Early Arithmetic Instruction Based on a Learning Trajectory and Teaching-to-a-Target
Quelle	(2021), (46 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clements, Douglas H.) ORCID (Sarama, Julie) ORCID (Baroody, Arthur J.) ORCID (Chernyavskiy, Pavel) ORCID (Joswick, Candace) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Arithmetic; Mathematics Instruction; Educational Objectives; Thinking Skills; Kindergarten; Preschool Children; Individualized Instruction; Instructional Effectiveness; Pretests Posttests + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Educational objective; Bildungsziel; Erziehungsziel; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individualisierender Unterricht; Unterrichtserfolg
Abstract	Although basing instruction on a learning trajectory (LT) is often recommended, there is little evidence regarding the premise of a LT approach--that to be maximally meaningful, engaging, and effective, instruction is best presented one LT level beyond a child's present level of thinking. This hypothesis was evaluated for an empirically-validated LT for early arithmetic, using with 291 kindergartners from four schools in a Mountain West state. Students randomly assigned to the LT condition received one-on-one instruction one level above their present level of thinking. Students in the counterfactual condition received one-on-one instruction that involved solving story problems three levels above their initial level of thinking (a teach-to-target approach). At posttest, children in the LT condition exhibited significantly greater learning, including target knowledge, than children in the teach-to-target condition, particularly those with low entry knowledge of arithmetic. Child gender and dosage were not significant moderators of the effects. [This paper was published in "Journal of Educational Psychology" v113 n7 p1323-1337 2021 (EJ1318761).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01