Literaturnachweis - Detailanzeige
| Autor/inn/en | Dyson, Nancy; Jordan, Nancy C.; Beliakoff, Amber; Hassinger-Das, Brenna |
|---|---|
| Titel | A Kindergarten Number-Sense Intervention with Contrasting Practice Conditions for Low-Achieving Children |
| Quelle | In: Journal for Research in Mathematics Education, 46 (2015) 3, S.331-370 (40 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| DOI | 10.5951/jresematheduc.46.3.0331 |
| Schlagwörter | Kindergarten; Numeracy; Number Concepts; Intervention; Low Achievement; Mathematics Achievement; Mathematics Instruction; Instructional Effectiveness; Outcomes of Education; Experimental Groups; Control Groups; Comparative Analysis |
| Abstract | The efficacy of a research-based number-sense intervention for low-achieving kindergartners was examined. Children (N = 126) were randomly assigned to 1 of 3 conditions: a number-sense intervention followed by a number-fact practice session, an identical number-sense intervention followed by a number-list practice session, or a business-as-usual control group. The number-fact practice condition not only gave children an additional advantage over the number-list practice condition on the outcomes at delayed posttest 8 weeks later but also was especially effective for producing gains in English learners. (As Provided). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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