Tailoring Instruction to Improve Mathematics Skills in Preschools: A Randomized Evaluation

Gallego, Francisco; Näslund-Hadley, Emma; Alfonso, Mariana

doi:10.18235/0001090

Cited by 7 publications

(7 citation statements)

References 31 publications

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“…Many researchers within high-income countries recommend providing differentiated instruction, particularly for literacy instruction and for children learning in their non-native language (Hong et al, 2012;Taylor et al, 2000;Cheung & Slavin, 2012) In Peru, an intervention in preschool mathematics sought to do just this. The intervention supported teachers to use a simple method to ascertain the level of students in certain core concepts and then target instruction appropriately through the use of 45-minute sessions per week, as well as support from a visiting teacher assistant (Gallego, et al, 2017). However, we did not find research on differentiated instruction at the preprimary level in Sub-Saharan Africa.…”

mentioning

confidence: 82%

Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya

Sitabkhan¹,

Jukes²,

Dombrowski³

et al. 2022

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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.

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mentioning

confidence: 82%

Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya

Sitabkhan¹,

Jukes²,

Dombrowski³

et al. 2022

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“…In addition, there is a need for studies to investigate differences in learning longitudinally, as some of the studies included did (Gallego et al, 2017;Piper et al, in press). The instructional strategies identified in this paper do not always cause immediate and measurable impact.…”

Section: Apply and Broaden Methodology Appropriatelymentioning

confidence: 99%

“…The use of manipulatives is the most frequently observed use of representations in our analysis and is featured widely in the literature, often described as "hands-on learning" (Brombacher, 2015;Gallego et al, 2017, McEwan, 1998Vaijayanti et al, 2016). We did not find any evidence of studies using multiple representations such as number lines or area models for instruction.…”

Section: Using Multiple Representations Including Manipulativesmentioning

confidence: 99%

“…Similarly, Gallego et al (2017) reported on the results of a study in Peru titled Mimate where the focus was on providing instruction tailored to the level of the child three times a week. Teachers were provided with quick ways to assess students in preschool and then direct them to an appropriate activity depending on their needs.…”

Section: Knowing and Using Developmental Progressionsmentioning

confidence: 99%

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Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries

Sitabkhan

Platas²

2018

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This PDF document was made available from www.rti.org as a public service of RTI International. More information about RTI Press can be found at http://www.rti.org/ rtipress. RTI International is an independent, nonprofit research organization dedicated to improving the human condition by turning knowledge into practice. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peerreviewed by at least two independent substantive experts and one or more Press editors.

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“…Likewise, the teachers' professional skills consist of multiple sub-contents (Vegas, 2005) that have been shown to impact children's learning: teacher's own mathematical skills, teacher's self-efficacy, values and attributes (Araya, 2014), as well as pedagogical skills and knowledge (Javier & Manuel, 2015), teacher's knowledge about learning difficulties (Balbi, Ruiz, & García, 2017), or abilities to tailor instruction to each student's needs in learning (Gallego, Näslund-Hadley, & Alfonso, 2018). Countries with strong policies for assuring the quality of teachers are also found to be among the strongest performers on international tests of mathematics achievement (Ingvarson & Rowley, 2017).…”

Section: Trends On Research On Mathematics Educationmentioning

confidence: 99%

Research on numerical cognition in Latin American countries (Investigación sobre cognición numérica en países latinoamericanos)

Haase

Fritz

Räsänen

2020

Studies in Psychology

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Towards evidenced-guided reforms on the mathematics educationOver the last few decades, Latin America and the Caribbean (LAC) countries have increased their spending on education (Bertoni et al., 2018) significantly. Governments have raised the salaries of teachers to signal the importance of education and to attract more students to select the teaching profession. Likewise, many reforms and programmes have been introduced to improve learning, especially in disadvantaged schools and areas. The available data suggest that increased spending combined with economic and social reforms have had an impact on educational outcomes such as improvement on primary and secondary completion rates and a slowly declining number of very poor performers. There has also been modest but sustained progress in closing the learning gap with more developed countries. However, education systems in LAC countries still lag significantly behind most developed countries in terms of student performance in international assessments, which illustrates persistent learning gaps. To guarantee that this slow progress in LAC countries would continue, we need to increase the amount of multidisciplinary collaboration in school development.One crucial aspect of the development of school and education is that the reforms should be based on tested ideas and solid research. Therefore, a constant dialogue between research and practice is required. To advance this discussion, we built this particular issue by inviting top experts from seven LAC countries to present the state-of-the-art situation in their countries. We focus on the current state of research in numerical cognition and how this new knowledge has or could contribute to educational practices. Naturally, raising the research on numerical cognition into focus for developing education and educational practices is a narrow perspective when we consider all the factors connected to learning and teaching. In Figure 1, we present a simplified influence diagram to put our question dealt with in this special issue in a broader context. The figure illustrates the complex and multifactorial nature of the whole topic as a research area.

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Tailoring Instruction to Improve Mathematics Skills in Preschools: A Randomized Evaluation

Cited by 7 publications

References 31 publications

Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya

Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya

Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries

Research on numerical cognition in Latin American countries (Investigación sobre cognición numérica en países latinoamericanos)

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