Effects of a Preschool Mathematics Curriculum: Summative Research on the "Building Blocks" Project

Autor/inn/en	Clements, Douglas H.; Sarama, Julie
Titel	Effects of a Preschool Mathematics Curriculum: Summative Research on the "Building Blocks" Project
Quelle	In: Journal for Research in Mathematics Education, 38 (2007) 2, S.136-163 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Disadvantaged Youth; Experimental Groups; Curriculum Development; Achievement Gains; Preschool Children; Preschool Education; Mathematics Curriculum; Mathematics Materials; Technology Uses in Education; High Risk Students; Low Income; Intervention; Summative Evaluation + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Achievement gain; Leistungssteigerung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematische Tafel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemschüler; Niedriglohn
Abstract	This study evaluated the efficacy of a preschool mathematics program based on a comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a curriculum development project focused on creating research-based, technology-enhanced mathematics materials for pre-K through grade 2. In this article, we describe the underlying principles, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased significantly more than the comparison group score; achievement gains of the experimental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal mathematics knowledge, especially for children at risk for later school failure. (Author).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11