A disproportionate number of children from low-income families come to kindergarten without the skills deemed necessary for success in school mathematics, leaving them at risk for failure. These populations are also over-represented by minority groups, making this a matter of equity. Current research suggests that targeted number based interventions can boost a young child's number competencies. The present study examines the effects of an eight-week number sense intervention on the number competencies of low-income kindergartners at risk for math failure. Using randomized controlled trials, children were assigned to small group instruction for 30 minutes, 3 days a week or to a business as usual control group. At immediate and delayed posttesting, the intervention group performed significantly better on a test of numeracy, which has been shown to be a strong predictor of future success in mathematics.
Further analysis examines student responses and considers several hypotheses as to why the intervention was effective in bringing children to, and sometimes above, the curriculum and state standards. The intervention was evaluated as to its feasibility as a small group treatment with at-risk kindergartners.
|Advisor:||Jordan, Nancy C., Hiebert, James|
|Commitee:||Glutting, Joseph, Paris, Cynthia|
|School:||University of Delaware|
|Department:||School of Education|
|School Location:||United States -- Delaware|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||Mathematics education, Early childhood education, Special education|
|Keywords:||At risk, Intervention, Kindergarten, Kindergartners, Low-income, Math, Number sense|
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