Mathematics from the Beginning: Evaluating the Tayari Preprimary Program's Impact on Early Mathematics Skills

Autor/inn/en	Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline
Titel	Mathematics from the Beginning: Evaluating the Tayari Preprimary Program's Impact on Early Mathematics Skills
Quelle	In: Global Education Review, 5 (2018) 3, S.57-81 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Foreign Countries; Mathematics Education; Numeracy; Mathematics Skills; Preschool Children; Program Evaluation; Developing Nations; Mathematics Instruction; Teaching Methods; Sequential Approach; Number Concepts; Early Childhood Education; Preschool Education; Outcomes of Education; Predictor Variables; School Readiness; Kenya + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Developing country; Developing countries; Entwicklungsland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schrittfolge; Number concept; Zahlbegriff; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg; Prädiktor; Readiness for school; School ability; Schulreife; Kenia
Abstract	Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014-2019) that prepares children aged four and five for entry into primary school by providing materials for students, training for teachers, and continuous in-classroom support. The Tayari methodology was built on the Kenyan government's preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children's number sense. Tayari was evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, & World Bank Group, 2017). The impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari's improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts. (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