A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children

Dyson, Nancy; Jordan, Nancy C.; Beliakoff, Amber; Hassinger‐Das, Brenna

doi:10.5951/jresematheduc.46.3.0331

Cited by 52 publications

(39 citation statements)

References 52 publications

(78 reference statements)

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“…In light of the importance of early mathematical skills, there is an extensive interest in conducting early intervention in mathematics (e.g., Dyson et al, 2011;Dyson, Jordan, Beliakoff, & Hassinger-Das, 2015;Griffin, 2007;Mononem & Aunio, 2016;Nunes et al, 2007;Nunes et al, 2015;Shanley et al, 2017;Toll & Van Luit, 2012), of which several have been determined to be efficient. A review of intervention studies by Gersten et al (2005) as well as the meta-analysis of Gersten et al (2009) suggest that the most effective instructional design for struggling learners is one that is both systematic and explicit.…”

Section: Early Numeracy Interventionsmentioning

confidence: 99%

Reasoning about Representations: Effects of an Early Math Intervention

Sterner

Wolff

Helenius

2019

Scandinavian Journal of Educational Research

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The outcomes of a longitudinal randomized number sense intervention including pre-, post-and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational-Abstract principles, a structured explicit 10week program focusing on numbers and collective reasoning about representations was conducted by the classroom teachers. In addition to their regular mathematics teaching, a trained control group received an equally structured and explicit intervention program but without the critical mathematics component. The children in the experimental group outperformed the children in the control group on number sense growth between the pre-and the post-test. There was also a sustained effect of the intervention nine months later when children were assessed in Grade 1.

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Section: Early Numeracy Interventionsmentioning

confidence: 99%

Reasoning about Representations: Effects of an Early Math Intervention

Sterner

Wolff

Helenius

2019

Scandinavian Journal of Educational Research

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“…Nonetheless, non-CAI can produce similar, if not stronger effects in samples of children similar to those in the present study. Dyson, Jordan, Beliakoff, and Hassinger-Das (2015) demonstrated that a supplemental Kindergarten number sense intervention delivered to small groups of students had substantially positive impacts on children's number sense, arithmetic fluency, and mathematics calculation achievement (effect sizes = 0.32 to 0.82). In contrast, Clarke et al (2015) reported negligible effects (p-values = .0517 to .89) of a core Kindergarten mathematics curriculum on four mathematics outcomes (effect sizes = -0.008 to .108).…”

Section: Discussionmentioning

confidence: 99%

Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction

Foster

Anthony

Clements

et al. 2016

JRME

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.

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“…Lago and DiPerna (2010) put forth that a variety of tests have been developed to measure number sense, yet emphasize that a very few of the assessment tools examine reliability and validity. Number Sense Screener (NSS) is one of the assessment tools used in many different studies in order to measure number sense of preschool children and its validity and reliability are proven in line with longitudinal studies (Jordan et al, 2006;Lago & DiPerna;2010;Jordan et al, 2012a;Dyson, Jordan, Beliakoff, Hassinger-Das, 2015;Starr, DeWind & Brannon, 2017). Number Sense Screener is an important assessment tool for being a psychoeducational assessment instrument to monitor number development, predict later mathematics achievement, and identifies children at risk and to prepare effective intervention programs accordingly (Jordan et al, 2012a).…”

Section: Introductionmentioning

confidence: 99%

Validity and Reliability Study for the Turkish Version of Number Sense Screener for 60-71 Months Old Children

Kızıltepe¹

2018

JETS

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In this study, it was aimed to carry out the validity and reliability study of Number Sense Screener (NSS)’s Turkish version for 60-71 year-old children. The universe of the study in which general survey model was used consists of children at 60-71 years of age, who were continuing their education during the spring term of academic year 2017-2018 in public and private kindergartens under the Ministry of National Education within the central district of Aydin/Turkey. As for the sample of the study, 658 children contunuing their education in 12 different preschools pre-determined according to socioeconomic status (low-middle-high) were included through systematic sampling method. Validity and reliability studies were carried out using data from the NSS application. Drawing from the analyses, it was determined that item difficulty values of the assessment tool ranged between 0.08 and 0.96, item discrimination indices ranged between 0.17 and 0.53 and item infit and outfit values ranged between 0.50-1.50. Having used Guttman's lambda-2, Alpha coefficient, Feldt-Gilmer coefficient, Feldt-Brennan coefficient and Raju's beta coefficient, it was determined that reliability coefficient calculated for the entire assessment tool varied between .826 and .837. Following DIF analysis, it was concluded that assessment tool items were not biased towards gender. According to the results of the study, it was concluded that the Turkish version of NSS is a valid and reliable assessment tool for assessing the number sense of children at 60-71 months of age.

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A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children

Cited by 52 publications

References 52 publications

Reasoning about Representations: Effects of an Early Math Intervention

Reasoning about Representations: Effects of an Early Math Intervention

Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction

Validity and Reliability Study for the Turkish Version of Number Sense Screener for 60-71 Months Old Children

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