Accelerating math development in Head Start classrooms.

Abstract

Teachers implemented a 6-week classroom intervention designed to promote emergent math skills and math interest in preschool-aged children. Teachers in experimental classrooms incorporated mathrelevant activities into their daily routine during circle time, transitions, mealtime, and small-group activities. Control classrooms engaged in their typical activities. After the program, experimental children scored significantly higher than control children on a standardized test of math ability and enjoyed math activities more than the control children, as measured by both teacher and self-report. Teachers rated the program as highly satisfactory and reported that they increased their own enjoyment and skill in implementing math activities in their classrooms. The intervention effects were largely accounted for by substantial gains by boys, whereas girls showed much smaller program response.Math skills are critical to many science and technology careers (Clark, 1988), and math deficiencies limit students' career options (Eccles, 1997). General worry has been expressed about poor performance among U. S. children (e.g., Geary, 1996), with particular concern about math development in girls and low-SES (socioeconomic status) children (e.g., Eccles, 1997; National Science Foundation, 1996). Women compose only 8% of engineers and 20% of physical scientists (National Science Foundation, 1996), and low-SES groups are even more vulnerable to poor math attainment (Rech & Stevens, 1996). Because math-oriented jobs tend to be well paid, these patterns contribute to the gender gap in salaries and to chronic cycles of poverty. In addition to the economic consequences of poor math achievement, poor school performance puts children at risk for mental health problems (Caspi,

La composante parentale d’un programme d’éveil numérique destiné aux enfants de milieu socioéconomiquement faible du niveau de la maternelle représente-t-elle une valeur ajoutée ?

“…En Amérique du Nord, une vaste proportion d'enfants issus de familles à faible revenu ne franchissent pas la maternelle munis de la structure cognitive centrale requise pour réussir en arithmétique dès la première année (Arnold, Fisher, Doctoroff et Dobbs, 2002 ;Entwisle et Alexander, 1990 ;Fuchs et al, 2001 ;Griffin et Case, 1996 ;Pagani, Larocque, Tremblay et Lapointe, 2003 ;Starkey et Klein, 2000). Comme le signalent les théories du développement, les jeunes enfants devraient percevoir le système numérique comme un concept dimensionnel, c'est-à-dire une ligne mentale numérique qui, précisément, leur permettra d'appliquer les stratégies arithmétiques appropriées (Case et Sowder, 1990 ;Griffin et al, 1994).…”

“…Peu d'enfants inscrits à la maternelle bénéfi cient d'un programme d'éveil aux différentes manifestations du système numérique. Ceux qui en bénéfi cient déve-lopperont pourtant, en première année, une meilleure compréhension des nombres (Arnold et al, 2002), d'effi caces habiletés numériques (Griffi n, Case et Pick, 1998) et un intérêt pour les apprentissages à venir dans ce domaine (Stevenson et Newman, 1986).…”

Effects of Remedial Instruction on Low-SES & Low-Math Students’ Mathematics Competence, Interest and Confidence

“…Arnold, Fisher, Doctoroff, and Dobbs (2002) found that children receiving intervention not only improved their mathematics skills but also showed an increased interest in mathematics. Several studies (National Research Council, 2001;Stein, Remillard & Smith, 2007;Yang & Li, 2008) suggest that an opportunity to learn plays a key role in promoting low achieving students' mathematics performance.…”

Dificultades de Aprendizaje en Matemática en los niveles iniciales: Investigación y formación en la escuela italiana

“…Por ejemplo, el Head Start Program en los Estados Unidos, ha enfatizado entre otros aspectos en el concepto de número en la intervención temprana (Arnold, Fisher y Dobbs, 2002). En España Miranda y Gil (2002) diseñaron un programa para la educación prescolar con el fin de estimular la comprensión del concepto de número y el uso del juego y la narración en la adquisición de los conceptos matemáticos básicos.…”