Effects on Mathematics and Executive Function of a Mathematics and Play Intervention versus Mathematics Alone

Autor/inn/en	Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih; Fesler, Lily
Titel	Effects on Mathematics and Executive Function of a Mathematics and Play Intervention versus Mathematics Alone
Quelle	In: Journal for Research in Mathematics Education, 51 (2020) 3, S.301-333 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Instruction; Play; Executive Function; Teaching Methods; Preschool Children; Instructional Effectiveness; Intervention; Mathematics Achievement + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Early education is replete with debates about "academic" versus "play" approaches. We evaluated 2 interventions, the "Building Blocks" (BB) mathematics curriculum and the BB synthesized with scaffolding of play to promote executive function (BBSEF), compared to a business-as-usual (BAU) control using a 3-armed cluster randomized trial with more than 1,000 children in 84 preschool classrooms across three districts (multiracial or multiethnic, low income, 27% English Language Learner). Impact estimates for BBSEF were mixed in sign, small in magnitude, and insignificant. Most impact estimates for BB were positive, but only a few were statistically significant, with more in the kindergarten year (delayed effects), including both mathematics achievement and executive function (EF) competencies. Gains in both mathematics and EF can be mutually supportive and thus resist the fade-out effect. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: https://pubs.nctm.org/view/journals/jrme/jrme-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01