Literaturnachweis - Detailanzeige
Autor/inn/en | Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih |
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Titel | Implementation of a Scale-Up Model in Early Childhood: Long-Term Impacts on Mathematics Achievement |
Quelle | In: Journal for Research in Mathematics Education, 54 (2023) 1, S.64-88 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0021-8251 |
DOI | 10.5951/jresematheduc-2020-0245 |
Schlagwörter | Models; Early Intervention; Mathematics Achievement; Age Differences; Student Characteristics; Mathematics Skills; Preschool Education; Kindergarten; Grade 1; Grade 4; Grade 5; Mathematics Education Analogiemodell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Mathematics ability; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematische Bildung |
Abstract | A follow-up of a cluster-randomized trial evaluated the long-term impacts of a scale-up model composed of 10 research-based guidelines grounded in learning trajectories. Two treatment groups received the intervention during the prekindergarten year, and one of these groups received follow-through support in kindergarten and first grade. Business-as-usual curricula were used in all other cases, including all years for the control group. Early effects on mathematics achievement decreased through fourth grade but reemerged at fifth grade. These results support both a latent trait hypothesis, whereby stable characteristics of students explain differences in achievement, and a latent foundation hypothesis, whereby early mathematical knowledge and skills provide a foundation for competence in mathematics in later years, especially those that involve challenging mathematics. (As Provided). |
Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |