Fostering Early Math Comprehension: Experimental Evidence from Paraguay

Autor/inn/en	Naslund-Hadley, Emma; Parker, Susan W.; Hernandez-Agramonte, Juan Manuel
Titel	Fostering Early Math Comprehension: Experimental Evidence from Paraguay
Quelle	In: Global Education Review, 1 (2014) 4, S.135-154 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Foreign Countries; Mathematics Instruction; Comprehension; Mathematics Skills; Preschool Education; Mathematics Curriculum; Audio Equipment; Teaching Methods; Standardized Tests; Scores; Achievement Gap; Preschool Children; Language Usage; Gender Differences; Program Effectiveness; Student Participation; Early Intervention; Teacher Competencies; Preschool Teachers; Surveys; Principals; Parents; Institutional Characteristics; Family Characteristics; Qualitative Research; Statistical Analysis; Control Groups; Experimental Groups; Comparative Analysis; Language of Instruction; Pilot Projects; Regression (Statistics); Paraguay + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school education; Vorschulerziehung; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Sprachgebrauch; Geschlechterkonflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrkunst; Erzieher; Erzieherin; Kindergärtnerin; Survey; Umfrage; Befragung; Principal; Schulleiter; Eltern; Qualitative Forschung; Statistische Analyse; Teaching language; Unterrichtssprache; Pilot project; Modellversuch; Pilotprojekt; Regression; Regressionsanalyse
Abstract	Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program's implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls' increased participation in the classroom and general interest in math. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01