Implementation of a Scale-Up Model in Early Childhood: Long-Term Impacts on Mathematics Achievement

Autor/inn/en	Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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