Fostering At-Risk Preschoolers' Number Sense

Autor/inn/en	Baroody, Arthur; Eiland, Michael; Thompson, Bradley
Titel	Fostering At-Risk Preschoolers' Number Sense
Quelle	In: Early Education and Development, 20 (2009) 1, S.80-128 (49 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	African American Students; Hispanic American Students; Arithmetic; Preschool Children; Numeracy; Mathematics Skills; Instructional Effectiveness; Mental Computation; At Risk Students + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Kopfrechnen
Abstract	Research Findings: A 9-month study served to evaluate the effectiveness of a pre-kindergarten number sense curriculum. Phase 1 of the intervention involved manipulative-, game-based number sense instruction; Phase 2, computer-aided mental-arithmetic training with the simplest sums. Eighty 4- and 5-year-olds at risk for school failure were randomly assigned to (a) structured discovery of the n+0/0+n=n pattern and the n+1/1+n = the number after n relation; (b) structured discovery with explicit instruction; (c) blocked practice of (zero, one, and number-after) items; and (d) haphazard practice. Analyses with a Wilcoxon signed-rank test of follow-up Test of Early Mathematics Ability-Third Edition and mental-arithmetic testing indicated that general achievement and fluency with n+0/0+n combinations improved significantly. Significant improvement for n+1/1+n combinations was evident only if success included slow or counted answers. Practice or Policy: Theoretical, methodological, and educational implications are discussed, including the need to "score in context" (e.g., consider responses to other items). (Contains 13 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10