Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction

Clements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace

doi:10.1007/s11858-019-01122-z

Cited by 28 publications

(29 citation statements)

References 19 publications

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“…In the papers in this special issue we find efforts to implement well-designed interventions, explicitly focusing on how to teach. Some implement and analyse fine-grained differences in (teaching) actions and the effects on children's attention to certain content (Paliwal and Baroody 2020; Mulligan et al 2020), while others study the effects of attentiveness to children's experiences and knowledge and the related choices of tasks (Clements et al 2020;Grando and Lopes 2020). Nevertheless, essential to studying intervention success or failure is how learning outcomes are measured and interpreted, which is also an important aspect of early childhood mathematics education research (Li et al 2020).…”

Section: What Lessons Can Be Drawn From Interventions?mentioning

confidence: 99%

Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

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This paper reports an overview of contemporary research on early childhood mathematics teaching and learning presented at recent mathematics education research conferences and papers included in the special issue (2020-4) of ZDM Mathematics Education. The research covers the broad spectrum of educational research focusing on different content and methods in teaching and learning mathematics among the youngest children in the educational systems. Particular focus in this paper is directed to what lessons can be drawn from teaching interventions in early childhood, what facilitates children's mathematical learning and development, and what mathematical key concepts can be observed in children. Together, these themes offer a coherent view of the complexity of researching mathematical teaching and learning in early childhood, but the research also brings this field forward by adding new knowledge that extends our understanding of aspects of mathematics education and research in this area, in the dynamic context of early childhood. This knowledge is important for future research and for the development of educational practices.

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Section: What Lessons Can Be Drawn From Interventions?mentioning

confidence: 99%

Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

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“…Given the generally limited training in making such judgments provided to EC teachers during teacher education (Blömeke et al, 2017 ; Gasteiger et al, 2021 ), these are promising results. The literature about adaptive teaching is clear that EC teachers' planning of educational activities is dependent on accurate information about the achievement levels of children (Vogt et al, 2018 ; Bruns et al, 2020 ; Clements et al, 2020 ). Only then they are able to adapt their teaching to the needs of children (Wullschleger, 2017 ; Meier-Wyder, 2020 ).…”

Section: Summary and Discussionmentioning

confidence: 99%

“…Planning of teachers what to do with the information about achievement levels of children and how to adapt their teaching to the needs of children is regarded as a related but separate skill. This skill has recently been addressed in several mathematics-related publications (Vogt et al, 2018;Bruns et al, 2020;Clements et al, 2020).…”

Section: Teacher Knowledge As a Predictor Of Judgment Accuracymentioning

confidence: 99%

Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills

et al. 2021

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This study examined absolute and relative judgment accuracies of German early childhood (EC) teachers with respect to the mathematical skills of the children under their supervision. The two types of judgment accuracies are crucial prerequisites for pacing activities in EC education and offering differentiated educational activities adapted to individual skill levels of children. Data from 39 EC teachers and 268 children were analyzed using multilevel modeling. Teachers rated the skills of children on a structured observation instrument (“Kinder Diagnose Tool,” KiDiT). Children were assessed on their mathematical skills with a standardized test (“Mathematische Basiskompetenzen im Kindesalter,” MBK-0). On average, 65% of the variation in judgments of teachers on the KiDiT could be explained by MBK-0 scores of children, which suggest that teachers are—on average—able to rank children within their groups. Teachers were also able to judge the mathematical level of skills of children as assessed by the MBK-0. Neither mathematical content knowledge (MCK) of teachers nor their mathematics pedagogical content knowledge (MPCK) or general pedagogical knowledge (GPK) moderated the relationship between judgments of teachers and test scores of children or the relationship between the level of the judgments and the level of test scores. Conclusions for future research and practice are drawn.

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“…Indeed, previous work with middle-school students has been able to show that non-academic interventions, such as mentoring students about the malleability of "intelligence, " can boost standardized math test scores (Good et al, 2003; see also Dweck, 2006;Blackwell et al, 2007). Taking all this together, it would seem judicious for future work to combine programs aimed at improving math instruction and math skill development (e.g., Clements et al, 2020) with the types of social-cognitive interventions used in our current work as well as those of others (Yeager and Walton, 2011;Rhodes et al, 2019;Master and Meltzoff, 2020). This might allow us to assess whether a more comprehensive intervention strategy would be even more effective or longer lasting than any of the approaches listed above taken in isolation.…”

Section: Broader Educational Implicationsmentioning

confidence: 99%

Math Is for Me: A Field Intervention to Strengthen Math Self-Concepts in Spanish-Speaking 3rd Grade Children

et al. 2020

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Children’s math self-concepts—their beliefs about themselves and math—are important for teachers, parents, and students, because they are linked to academic motivation, choices, and outcomes. There have been several attempts at improving math achievement based on the training of math skills. Here we took a complementary approach and conducted an intervention study to boost children’s math self-concepts. Our primary objective was to assess the feasibility of whether a novel multicomponent intervention—one that combines explicit and implicit approaches to help children form more positive beliefs linking themselves and math—can be administered in an authentic school setting. The intervention was conducted in Spain, a country in which math achievement is below the average of other OECD countries. We tested third grade students (N = 180; Mage = 8.79 years; 96 girls), using treatment and comparison groups and pre- and posttest assessments. A novelty of this study is that we used both implicit and explicit measures of children’s math self-concepts. For a subsample of students, we also obtained an assessment of year-end math achievement. Math self-concepts in the treatment and comparison groups did not significantly differ at pretest. Students in the treatment group demonstrated a significant increase in math self-concepts from pretest to posttest; students in the comparison group did not. In the treatment group, implicit math self-concepts at posttest were associated with higher year-end math achievement, assessed approximately 3 months after the completion of the intervention. Taken together, the results suggest that math self-concepts are malleable and that social–cognitive interventions can boost children’s beliefs about themselves and math. Based on the favorable results of this feasibility study, it is appropriate to formally test this novel multicomponent approach for improving math self-concepts using randomized controlled trial (RCT) design.

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Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction

Cited by 28 publications

References 19 publications

Research on early childhood mathematics teaching and learning

Research on early childhood mathematics teaching and learning

Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills

Math Is for Me: A Field Intervention to Strengthen Math Self-Concepts in Spanish-Speaking 3rd Grade Children

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