Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

Clarke, Ben; Baker, Scott K.; Smolkowski, Keith; Doabler, Christian T.; Cary, Mari Strand; Fien, Hank

doi:10.1080/19345747.2014.980021

Cited by 23 publications

(47 citation statements)

References 40 publications

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“…Each cycle focuses on a particular problem introduced with the help of concrete objects. The pedagogy is inspired by the concrete-representational-abstract (CRA) model (Witzel et al, 2003) used in the intervention presented by Clarke et al (2011) and Clarke et al (2015). Our design modifies it into a more investigative approach (Baroody, Cibulskis, Lai, & Li, 2004) that we will describe in the methods section.…”

Section: A Systematic and Explicit Instruction For Each Activitymentioning

confidence: 99%

Reasoning about Representations: Effects of an Early Math Intervention

Sterner

Wolff

Helenius

2019

Scandinavian Journal of Educational Research

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The outcomes of a longitudinal randomized number sense intervention including pre-, post-and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational-Abstract principles, a structured explicit 10week program focusing on numbers and collective reasoning about representations was conducted by the classroom teachers. In addition to their regular mathematics teaching, a trained control group received an equally structured and explicit intervention program but without the critical mathematics component. The children in the experimental group outperformed the children in the control group on number sense growth between the pre-and the post-test. There was also a sustained effect of the intervention nine months later when children were assessed in Grade 1.

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Section: A Systematic and Explicit Instruction For Each Activitymentioning

confidence: 99%

Reasoning about Representations: Effects of an Early Math Intervention

Sterner

Wolff

Helenius

2019

Scandinavian Journal of Educational Research

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“…Dyson, Jordan, Beliakoff, and Hassinger-Das (2015) demonstrated that a supplemental Kindergarten number sense intervention delivered to small groups of students had substantially positive impacts on children's number sense, arithmetic fluency, and mathematics calculation achievement (effect sizes = 0.32 to 0.82). In contrast, Clarke et al (2015) reported negligible effects (p-values = .0517 to .89) of a core Kindergarten mathematics curriculum on four mathematics outcomes (effect sizes = -0.008 to .108). The effect sizes in the present study are therefore significant because supplemental use of the Building Blocks software, as implemented in the present study, does not involve a large amount of teachers' time, does not interrupt children's regular mathematics classroom instruction, and does not interfere with other academic programming.…”

Section: Discussionmentioning

confidence: 85%

Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction

Foster

Anthony

Clements

et al. 2016

JRME

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.

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“…More recently, Clarke et al (2015) conducted a largescale, randomized controlled trial to investigate the efficacy of the Early Learning in Mathematics (ELM) program in 129 kindergarten classrooms. Whereas classrooms randomly assigned to the treatment condition used the ELM program, a 120-lesson core mathematics program that centers on an explicit instructional framework, control classrooms continued to provide "business-as-usual" (BAU) mathematics instruction.…”

Section: Studies Of Explicit Mathematics Instruction In Tier 1 Kindermentioning

confidence: 99%

Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners With Mathematics Difficulties

et al. 2019

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Research from the field of neuroscience suggests that practice can lead to changes in the structure of the brain (Fields, 2005). Studies also indicate that practice improves targeted outcomes in a variety of performance-based disciplines. In music and sports, for example, findings strongly indicate that deliberate practice improves performance (Ericsson, Roring, & Nandagopal, 2007). The notion of deliberate practice in performance-based disciplines is similar to the idea of breaking academic tasks down into actionable steps. The specific steps are identified and practiced repeatedly, usually under the watchful eye of an expert coach. Steps that are more difficult for the individual, or critical in successful execution of the overall skill, are practiced more (Paumgarten, 2017). In academics, practice often promotes understanding. Practice, when designed well, allows all students, including struggling learners, the opportunity to grasp new information, apply previously acquired knowledge and skills, and connect existing background knowledge with new content (Dunlosky et al., 2013). In the current study, practice is operationalized by teacher-initiated opportunities for individual students to independently and publicly demonstrate 823708L DXXXX10.

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Investigating the Efficacy of a Core Kindergarten Mathematics Curriculum to Improve Student Mathematics Learning Outcomes

Cited by 23 publications

References 40 publications

Reasoning about Representations: Effects of an Early Math Intervention

Reasoning about Representations: Effects of an Early Math Intervention

Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction

Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners With Mathematics Difficulties

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