Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?

Autor/inn/en	Watts, Tyler W.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine; Bailey, Drew H.
Titel	Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 1, S.96-115 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1204640
Schlagwörter	Mathematics Education; Program Effectiveness; Mathematics Skills; Correlation; Student Characteristics; Transfer of Training; Urban Schools; Poverty; Curriculum; Mathematics Achievement; Interviews; Preschool Education; Elementary Education; Teaching Methods; Grade 1; Grade 4; Early Intervention + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Training; Transfer; Ausbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Curricula; Lehrplan; Rahmenplan; Mathmatics sikills; Mathematical ability; Interviewing; Interviewtechnik; Pre-school education; Vorschulerziehung; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention on "state" (occasion-specific) and "trait" (relatively stable) variability in mathematics achievement. Results indicated that, although the treatment had a large impact on state mathematics, the treatment had no effect on trait mathematics, or the aspect of mathematics achievement that influences stable individual differences in mathematics achievement over time. Results did suggest, however, that the intervention could affect the underlying processes in children's mathematical development by inducing more transfer of knowledge immediately following the intervention for students in the treated group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11