The Impact of a Summer Intervention Focused on Foundational Concepts of Number Sense for Early Learners

Autor/inn/en	Cooper, Sandi; Shelton, Ryann N.; Padgett, R. Noah; Crowley, Brandy; Kerschen, Keith; Donham, Melissa P.
Titel	The Impact of a Summer Intervention Focused on Foundational Concepts of Number Sense for Early Learners
Quelle	In: Investigations in Mathematics Learning, 14 (2022) 3, S.199-214 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Sandi) ORCID (Padgett, R. Noah) ORCID (Crowley, Brandy) ORCID (Donham, Melissa P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2073120
Schlagwörter	Summer Programs; Numeracy; Mathematics Tests; Concept Formation; Mathematical Concepts; Intervention; Identification; Mathematics Achievement; Comparative Analysis; Program Effectiveness; Longitudinal Studies; Preschool Children; School Readiness; Achievement Gains + Suchen Sie Ihr Suchwort? Sommerkurs; Rechenkompetenz; Concept learning; Begriffsbildung; Identifikation; Identifizierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Achievement gain; Leistungssteigerung
Abstract	This longitudinal quantitative study determined the impact of a summer mathematics academy for early learners on their number sense and how their number sense compared to that of their peers who did not attend the academy. The Texas Early Mathematics Inventory -- Progress Monitoring (TEMI-PM) was used to measure students' number sense. Results revealed that (1) all participants showed growth in their understanding of Number Identification in their first year of attending the academy, (2) participants who attended for two consecutive years grew in multiple areas of early number sense, and (3) participants who attended for one year demonstrated a decreased gap when compared to peers. The evidence supports the benefits of a mathematics-focused summer intervention to develop number sense for early learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01