Strategy diversity in early mathematics classrooms

Clements, Douglas H.; Dumas, Denis; Dong, Yixiao; Banse, Holland W.; Sarama, Julie; Day-Hess, Crystal

doi:10.1016/j.cedpsych.2019.101834

Cited by 13 publications

(19 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The intervention tended to benefit the lower-SES children more than the higher-SES children, at least with regard to the verbal numerical sequence, which is consistent with previous research showing that children who benefit the most from early interventions seem to be those who need it the most (Clements et al, 2020;Galindo & Sonnenschein, 2015;Nelson & McMaster, 2019;Starkey et al, 2004). However, the question of whether the intervention leads to greater improvement in low-rather than high-SES children remains unresolved.…”

Section: Limitations and Perspectivessupporting

confidence: 84%

Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment

Darnon

Fayol

2021

Eur J Psychol Educ

View full text Add to dashboard Cite

Socioeconomic status (SES) has been shown to be associated to children's arithmetic knowledge as early as kindergarten, which is an important issue, given that early numeracy knowledge and skills usually correlate to later academic achievement in arithmetic. In line with recent research, it is argued that the regular practice of exercises involving cardinality and arithmetic transformations during class time could accelerate the progress of children, particularly among low-SES children. Participants were 118 kindergarteners (Mage = 3.87).Teachers were randomly assigned to the intervention group (immediate implementation of the intervention; N = 64) or the control group (intervention delayed, N = 54). This intervention consisted of playful exercises involving quantities and numerical transformations. The results indicated that the intervention tended to accelerate progress on the verbal numerical sequence, particularly among lower-SES children. In addition, the intervention tended to accelerate progress on cardinality and arithmetic. These results provide preliminary evidence of the effectiveness of the intervention to help children acquire basic mathematical skills.

show abstract

Section: Limitations and Perspectivessupporting

confidence: 84%

Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment

Darnon

Fayol

2021

Eur J Psychol Educ

View full text Add to dashboard Cite

show abstract

“…The association found between creative thinking and cognitive flexibility in the mathematical field has been noted by some authors [44,45], as well as the fact that higher achievers in mathematics do use to a higher extent critical and creative thinking [49]. Nonetheless, more research is needed as claimed by Clements et al [46], who considered the assumption that LSs are positively associated with instruction that allows for experimentation and conceptual deepening in mathematics learning through problem solving.…”

Section: Discussionmentioning

confidence: 88%

“…In this framework, strategies and techniques were taken into account to create the CEA questionnaire of LSs [43]. Regarding LSs, other authors have considered them to be flexible and adaptable to various situations [44], which is seen a positive aspect for the development of mathematical skills [45] through the combination of discovery and experimentation to promote the creation of abstract mathematical objects [46].…”

Section: Affect and Mathematicsmentioning

confidence: 99%

Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

2021

View full text Add to dashboard Cite

The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed.

show abstract

“…For example, the generalizability of educational intervention effects has been a concerning issue to researchers and educators (Tipton & Olsen, 2018). The REMA-Full was used to measure children’s mathematics competencies in large-scale intervention studies (e.g., Clements et al, 2020, 2011, 2013), and the REMA-SF has also been used to collect non-interventional data in different regions of the United States. The score equating procedures may enable early math researchers to compare REMA scores across studies and further investigate the generalizability of intervention effects.…”

Section: Discussionmentioning

confidence: 99%

“…Exacerbating these challenges is the increasing recognition of young children’s competence in wide-ranging mathematical topics (at least 20 topics, Clements & Sarama, 2021), creating pressure for longer measures. In addition, researchers have documented various interesting strategic processes young children can use to solve math problems and have provided evidence that the development of such practices is as consequential as content knowledge (Clements et al, 2020). Children’s solution strategies in mathematics are a particularly critical component of their learning in that domain (e.g., Biddlecomb & Carr, 2011; Clements & Sarama, 2021; Siegler, 1993).…”

Section: Introductionmentioning

confidence: 99%

Measuring Early Childhood Mathematical Cognition: Validating and Equating Two Forms of the Research-Based Early Mathematics Assessment

Dong

Clements

Day-Hess

et al. 2021

Journal of Psychoeducational Assessment

Self Cite

View full text Add to dashboard Cite

Psychometric work with young children faces the particular challenge that children’s attention spans are relatively short, and therefore, shorter assessments are required while retaining comprehensive coverage. This article reports on three empirical studies that encompass the development and validation of the research-based early mathematics assessment-short form (REMA-SF), an instrument that measures the early mathematical competency of children from 3 to 8 years of age. The developed measure captures both children’s mathematical performance and the strategies children use to solve math problems. Results indicated that the REMA-SF can produce valid scores for measuring children’s math skills in early childhood, and the validity of the measure can be well-generalized to an external (or independent) sample. Additionally, we also equated the REMA scores between the long and short forms of the assessment: anchor items common across the forms were selected and refined in the equating process.

show abstract

Strategy diversity in early mathematics classrooms

Cited by 13 publications

References 38 publications

Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment

Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment

Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

Measuring Early Childhood Mathematical Cognition: Validating and Equating Two Forms of the Research-Based Early Mathematics Assessment

Contact Info

Product

Resources

About