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	In: Journal of Educational Psychology, 113 (2021) 7, S.1323-1337 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clements, Douglas H.) ORCID (Baroody, Arthur J.) ORCID (Chernyavskiy, Pavel) ORCID (Joswick, Candace) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000633
Schlagwörter	Arithmetic; Mathematics Instruction; Educational Objectives; Thinking Skills; Kindergarten; Preschool Children; Individualized Instruction; Pretests Posttests; Instructional Effectiveness + 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 a premise of a LT approach--that to be maximally meaningful, engaging, and effective, instruction is best presented 1 LT level beyond a child's present level of thinking. We evaluated this hypothesis using an empirically validated LT for early arithmetic with 291 kindergartners from four schools in a Mountain West state. Students randomly assigned to the LT condition received one-on-one instruction 1 level above their present level of thinking. Students in the counterfactual condition received 1-on-1 target-level instruction that involved solving story problems three levels above their initial level of thinking (a skip or 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01