An Exploratory Study of a Number Sense Program to Develop Kindergarten Students' Number Proficiency

Autor/inn/en	Sood, Sheetal; Jitendra, Asha K.
Titel	An Exploratory Study of a Number Sense Program to Develop Kindergarten Students' Number Proficiency
Quelle	In: Journal of Learning Disabilities, 46 (2013) 4, S.328-346 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411422380
Schlagwörter	Elementary School Students; Kindergarten; Young Children; At Risk Students; Poverty; Mathematics Instruction; Number Concepts; Numeracy; Quasiexperimental Design; Intervention; Outcomes of Treatment; Pretests Posttests; Academic Standards; Measures (Individuals); Mathematics Skills; Stanford Early School Achievement Test + Suchen Sie Ihr Suchwort? Frühe Kindheit; Armut; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Rechenkompetenz; Messdaten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	This study examined the effectiveness of a number sense program on kindergarten students' number proficiency and responsiveness to treatment as a function of students' risk for mathematics difficulties. The program targeted development of relationships among numbers (e.g., spatial, more and less). A total of 101 kindergarten students (not at risk: 22 control and 36 experimental; at risk: 18 and 25) from five classrooms in a high-poverty elementary school participated in the study. Using a quasi-experimental design, classrooms were randomly assigned to either the intervention (number sense instruction, NSI) or control condition. Results indicated significant differences favoring the treatment students on all measures of number sense (e.g., spatial relationships, more and less relationships, benchmarks of five and ten, nonverbal calculations) at posttest and on a 3-week retention test. Furthermore, the effects were not mediated by at-risk status, suggesting that NSI may benefit a wide range of students. Implications in terms of preventing early mathematical learning difficulties are discussed. (Contains 4 tables and 1 note.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10