A Meta-Analysis of the Effects of Numerical Competency Development on Achievement: Recommendations for Mathematics Educators

Autor/inn/en	Cason, Marti; Young, Jamaal; Kuehnert, Eloise
Titel	A Meta-Analysis of the Effects of Numerical Competency Development on Achievement: Recommendations for Mathematics Educators
Quelle	In: Investigations in Mathematics Learning, 11 (2019) 2, S.134-147 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cason, Marti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2018.1425591
Schlagwörter	Meta Analysis; Numeracy; Mathematics Instruction; Mathematics Achievement; Mathematics Teachers; Numbers; Number Concepts; Competence; Effect Size; Early Intervention; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Zahlenraum; Number concept; Zahlbegriff; Kompetenz
Abstract	This meta-analysis examines the effects of numerical competency development in mathematics classrooms. An exhaustive search of the quantitative literature yielded 17 studies with 39 effect sizes. The overall mean effect size, d = 0.88 (p < 0.05), indicates that there is a large positive summary effect of numerical competency development on mathematics achievement. The large overall effect size is complementary to empirical benchmarks for the average annual gains in mathematics knowledge across K-12 grade levels. Results suggest that numeracy and number sense are more effective than math fact fluency with regard to developing numerical competence. Subsequently, the majority of numerical competency studies were conducted in the early elementary grades. The results also indicate that the effect sizes are reduced drastically after second grade. The article concludes with explicit implications for mathematics teachers and researchers to support the evolution of numerical competency instruction in U.S. schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01