The Impact and Challenges of Early Mathematics Intervention in an Australian Context

Gervasoni, Ann

doi:10.1007/978-3-319-72170-5_8

Cited by 8 publications

(19 citation statements)

References 8 publications

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“…The second component of the LT, the developmental progression, is based on many empirical studies (Baroody, 1987; Carpenter & Fennema, 1992; Carr & Alexeev, 2011; Fuson, 1992; Fuson & Li, 2014; Sarama & Clements, 2009; Steffe & Cobb, 1988; Tzur, 2019) and has been supported by many others (Clements & Sarama, 2014), including international research (Artut, 2015; Dowker, 2007; Gervasoni, 2018).…”

Section: The Present Studymentioning

confidence: 99%

“…As stated, instructional tasks in the LTs are not the only way to guide children to achieve the levels of thinking embedded within the LTs. However, those in the last column of (in the online supplemental material) are specific examples of the type of instructional activity that research indicates helps promote a thinking level (e.g., Clements & Sarama, 2014; Clements, Sarama, Baroody, & Joswick, 2020; Gervasoni, 2018; Murata, 2004).…”

Section: The Present Studymentioning

confidence: 99%

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Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target.

Clements¹,

Sarama²,

Baroody³

et al. 2021

Journal of Educational Psychology

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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. Educational Impact and Implications StatementThe results of this study underscore the benefits of teaching early arithmetic following learning trajectories, that is, providing instruction that is just beyond a child's present level of thinking. Children who experience this approach learned significantly more than pre-target and target-level knowledge those who were taught the only target skills for the same time period. Therefore, instruction following learning trajectories may promote more learning, including learning target competencies, than an equivalent amount of instruction on these target competencies with developmentally unready children.

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Section: The Present Studymentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target.

Clements¹,

Sarama²,

Baroody³

et al. 2021

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…This latter aspect provides the impetus for our study. Gervasoni (2018) notes that 'ensuring that all children thrive mathematically' does not simply relate to well-being at the individual level (in terms of 'future citizenship and opportunities for work and further education'), but 'ultimately [contributes also to] the economic and cultural prosperity of a society ' (p. 115). Circumstances requiring students to learn mathematics through a language other than their L1 constitute a threat to their ability to 'thrive' mathematically.…”

Section: Language As Core To Effective Teaching and Learning Of Mathementioning

confidence: 99%

Language as an including or excluding factor in mathematics teaching and learning

Robertson

Graven

2019

Math Ed Res J

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This article explores the power of language to either include or exclude certain groups of students from genuine opportunities for mathematical sense-making. The substantial increase worldwide in the number of students learning mathematics through a language other than their primary language makes this a particularly urgent issue. This paper focuses on the South African situation, where, because English is widely perceived as the language of opportunity, it is, by grade 4, overwhelmingly the chosen language of learning and teaching. The epistemological and pedagogical consequences of this choice are evidenced in the poor performance of the country's students on national and international assessments of mathematical proficiency. Drawing on research literature around language immersion education models and the extent to which these align with certain key principles of second language acquisition, this position paper motivates for a stronger and more sustained commitment to providing students, particularly those from marginalized and vulnerable communities, with opportunities for becoming both bilingual and biliterate. Empirical data from two South African grade 4 mathematics classrooms are used to illuminate aspects of the mathematical sense-making challenges students and their teachers face without such commitment.

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“…More critics show that the use of a non-native language as the medium of science and mathematics instruction creates tensions between local and non-native languages (Albury, 2019;Amin, 2009;BouJaoude & Sayah, 2000;May, 2017;Robertson & Graven, 2019) and generates academic and linguistic difficulties (Cummins, 2000;Gervasoni, 2018;Swain & Lapkin, 2013). However, a body of research affirms that teaching and learning science and mathematics in a non-native language doesn't have any adverse effects on the development of the students' native language and subject learning through a non-native language (Admiraal et al, 2006;Krashen, 1982;Lo & Lo, 2014;Wiesemes, 2009).…”

Section: Review Of Theoretical Literaturementioning

confidence: 99%

“…Moreover, recent studies emphasize the role of the native language in supporting the teaching and learning of mathematics (Gervasoni, 2018;Robertson & Graven, 2019;Swain & Lapkin, 2013). The researchers claim that teaching and learning mathematics in a language other than the students' native language generates linguistic challenges that prevent them from being high achievers in mathematics.…”

Section: Introductionmentioning

confidence: 99%

School Leaders’ Perceptions of Teaching and Learning Science and Mathematics in a Non-native Language in Lebanon. (c2022)

Zaatari¹

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This study explored the school leaders’ perceptions of teaching and learning science and mathematics in a non-native language in Lebanon. The theoretical framework was based upon four main components derived from the literature: (1) The impact of teaching and learning science and mathematics in a non-native language on the academic and linguistic performance of learners, (2) the global and sociopolitical perspectives of using a non-native language as the medium of science and mathematics instruction, (3) the influence of the latter on the cultural identity and the native language, and (4) its influence on the acquisition of science and mathematics literacy. The study used grounded theory as its methodology. Data sources included a questionnaire and individual interviews with twenty-eight school leaders in public, private, and private-free schools in Beirut, Lebanon. Coding followed by categorizing the data led to five emergent themes. The school leaders mostly preferred the use of English or French as the medium of science and mathematics instruction in Lebanon. They highlighted the controversial aspect of the influence of teaching and learning science and mathematics in a non-native language on the cultural identity and the native language. They also emphasized their role in multilingual contexts and the need for language proficiency in the acquisition of scientific and mathematical literacies. They finally explained how the use of Arabic can facilitate or hamper the teaching and learning of science and mathematics in a non-native language.

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The Impact and Challenges of Early Mathematics Intervention in an Australian Context

Cited by 8 publications

References 8 publications

Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target.

Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target.

Language as an including or excluding factor in mathematics teaching and learning

School Leaders’ Perceptions of Teaching and Learning Science and Mathematics in a Non-native Language in Lebanon. (c2022)

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