A Review of Early Numeracy Interventions for Children at Risk in Mathematics

Mononen, Riikka; Aunio, Pirjo; Koponen, Tuire; Aro, Mikko

doi:10.20489/intjecse.14355

Cited by 54 publications

(41 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Researchers have conducted syntheses and meta-analyses to examine the effectiveness of mathematics interventions for school-aged students, including typically developing students, students at-risk for mathematics difficulties (MD), and students with disabilities (Baker et al, 2002;Burns et al, 2010;Chodura et al, 2015;Codding et al, 2009;Gersten, Chard, et al, 2009;Kroesbergen & Van Luit, 2003;Mononen et al, 2015;Xin & Jitendra, 1999;Zhang & Xin, 2012). In this review of previous syntheses, I first discuss results from those studies that examined the effects of interventions for participants in kindergarten through 12th grade regarding broad mathematics, word problem solving, and computation.…”

Section: Review Of Previous Syntheses Of Mathematics Interventionsmentioning

confidence: 99%

“…Finally, Malofeeva's (2005) literature search ended in 2003, and since that date researchers have made many advances in developing and evaluating the implementation of early numeracy interventions. In contrast, Mononen et al (2015) did consider the risk status of participants; however, the authors did not include any typically achieving students or studies that only included participants with disabilities. Furthermore, Mononen et al (2015) did not aggregate effect sizes or report mean effects for specific intervention characteristics; the results were reported as the proportion of studies that had certain characteristics (e.g., results reported the proportion of studies that addressed number recognition skills).…”

Section: Limitations Of Previous Synthesesmentioning

confidence: 99%

“…Reviews of mathematics research support the use of interventions to increase mathematics understanding for all students, including students with disabilities and mathematics difficulty (MD). Across grade levels and mathematics content, these reviews highlight the use of multiple representations, explicit and systematic instruction, word problem solving strategy instruction, and computer-assisted instruction (Baker, Gersten, & Lee, 2002;Burns, Codding, Boice, & Lukito, 2010;Chodura, Kuhn, & Holling, 2015;Codding, Hilt-Panahon, Panahon, & Benson, 2009;Gersten, Chard, et al, 2009;Kroesbergen & Van Luit, 2003;Mononen, Aunio, Koponen, & Aro, 2015;Xin & Jitendra, 1999;Zhang & Xin, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.

Nelson

McMaster

2019

Journal of Educational Psychology

View full text Add to dashboard Cite

i Acknowledgements I would like to thank my adviser, Dr. Kristen McMaster. Before Kristen was my adviser, she was my doctoral seminar instructor, and in that capacity she provided thoughtful and constructive feedback that made me a stronger writer and a more critical thinker. As my adviser she effortlessly displayed kindness and respect, two qualities that I strive for in my professional and personal relationships.I first applied to graduate school at the University of Minnesota to pursue a degree in school psychology, and at that time I began working with Dr. Ted Christ. While working alongside him I developed an excitement for research. Although I did not continue pursuing a degree in school psychology, Ted did not give up on me as a student and continued to advise me; for that, I am grateful. I would also like to thank Dr. Michael Harwell for sharing his expertise and allowing me to learn from him. I am also extremely grateful to Dr. Michèle Mazzocco, who modeled professionalism and set high standards for research. I gained invaluable skills and knowledge while working in her research lab. I hope to transfer these skills to my own research and mentoring of future researchers.Finally, I would like to acknowledge my writing group members, Steph Brunner, Jessie Kember, and Chloe Webb. Friendly competition, accountability, and monthly social evenings made it easier to see the light at the end of the tunnel.ii Dedication I dedicate my dissertation to my parents and my grandmother. I consider myself incredibly lucky to have parents who have always supported me as I have pursued my dreams. From the time I was a child, they set high expectations and taught me to value hard work. I am grateful to my dad who expects me to "do things right the first time," but also to my mom, who is always there to remind me that it is okay to make mistakes. I also dedicate my dissertation to my grandma Amy. She was tenacious and was never afraid to vocalize her opinion. I attribute my strong-willed nature and my "never give up" attitude to her; two qualities that I know got me where I am today.iii Abstract The purpose of this meta-analysis was to examine the effectiveness of early numeracy interventions for young students, including students with disabilities or those at-risk for mathematics difficulty (MD). This study evaluated preschool, kindergarten, and first-grade interventions on early numeracy content, instructional features, and methodological components that improved students' mathematics achievement. A total of 33 studies met inclusion criteria for this meta-analysis, with 51 treatment groups. Excluding outliers, the average weighted effect size for numeracy interventions across 49 treatment groups was moderate (g = 0.63), and the 95% confidence interval did not include zero [0.50, 0.73].Results indicated that early numeracy interventions that included preschool and kindergarten students produced larger treatment effects than interventions with first-grade participants; in addition, treatment effects were slightly higher on av...

show abstract

Section: Review Of Previous Syntheses Of Mathematics Interventionsmentioning

confidence: 99%

Section: Limitations Of Previous Synthesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.

Nelson

McMaster

2019

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…The number of meta-analyses published since 2015 manifests the contributions from both more basic and more applied research. Examples of more applied research on numerical cognition include evaluations of effectiveness of interventions in early childhood (Mononen et al, 2014;Wang et al, 2016;Christodoulou et al, 2017;Nelson and McMaster, 2019); for older students (Jitendra et al, 2018;Stevens et al, 2018); across age groups (Dennis et al, 2016); and across different regions of the world (Conn, 2017). Other examples include interventions for students with emotional difficulties (Losinski et al, 2019); math anxiety (Namkung et al, 2019); or on attitudes toward achievement (Savelsbergh et al, 2016); the impact of homework (Fan et al, 2017); and specific teaching strategies (Capar and Tarim, 2015;Rittle-Johnson et al, 2017;Guillaume and Van Rinsveld, 2018).…”

Section: More Basic and More Applied Research On Numerical Cognitionmentioning

confidence: 99%

Cognitive Research and Mathematics Education—How Can Basic Research Reach the Classroom?

et al. 2020

View full text Add to dashboard Cite

“…Bryant et al 2011;Jordan et al 2012;Räsänen et al 2009). However, the number of evidence-based mathematics intervention programmes in the early school years is still low (Mononen et al 2014). In this study, we examined a mathematics intervention programme targeting second graders with low performance in mathematics.…”

Section: Introductionmentioning

confidence: 99%

A Mathematics intervention for low-performing Finnish second graders: findings from a pilot study

Mononen

Aunio

2014

European Journal of Special Needs Education

Self Cite

View full text Add to dashboard Cite

Evidence-based practice is highly appreciated and demanded in the field of education, especially in relation to extra support provided for children struggling with learning. Currently, there is a lack of intervention studies in the area of mathematics. This study aimed to investigate the effects of a short mathematics intervention programme on second graders (M age = 8 years, 2 months) with low performance in mathematics, in a quasi-experimental, intervention-control setting. A group of low-performing second graders (LOWi, n = 11) was taught twice a week for eight weeks on the mathematics topics of number word sequence skills, counting skills and conceptual place value knowledge. The intervention's effectiveness was examined by comparing the mathematics performance of the LOWi group to those of two groups consisting of low performing (LOWc, n = 13) and typically performing children (TYPc, n = 64), who followed their business-as-usual mathematics instruction. The LOWi group made significant improvements in mathematics but did not show significantly better gains, compared to the LOWc and TYPc groups, immediately and three months after the intervention. We discuss the implications for educational practice and intervention research.

show abstract

A Review of Early Numeracy Interventions for Children at Risk in Mathematics

Abstract: This study reviewed early numeracy interventions for four-to seven-year-old children

Cited by 54 publications

References 48 publications

The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.

The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.

Cognitive Research and Mathematics Education—How Can Basic Research Reach the Classroom?

A Mathematics intervention for low-performing Finnish second graders: findings from a pilot study

Contact Info

Product

Resources

About