A Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children

The efficacy of a research-based number-sense intervention for low-achieving kindergartners was examined. Children (N = 126) were randomly assigned to 1 of 3 conditions: a number-sense intervention followed by a number-fact practice session, an identical number-sense intervention followed by a number-list practice session, or a business-as-usual control group. The interventions were delivered in a small-group setting over 24 half-hour lessons. Both intervention groups performed better than controls on measures of number sense, arithmetic fluency, and general mathematics calculation achievement at immediate posttest. However, the number-fact practice condition gave children an additional advantage over the number-list practice condition on the outcomes at delayed posttest 8 weeks later. The number-fact practice condition was especially effective for producing gains in English learners.

Contributor Notes

Nancy Dyson, School of Education, University of Delaware, Willard Hall Education Building, Newark, DE 19716; ndyson@udel.edu

Nancy C. Jordan, School of Education, University of Delaware, Willard Hall Education Building, Newark, DE 19716; njordan@udel.edu

Amber Beliakoff, School of Education, University of Delaware, Willard Hall Education Building, Newark, DE 19716; afbusby@gmail.com

Brenna Hassinger-Das, Department of Psychology, Temple University, Philadelphia, PA 19122; hassinger.das@temple.edu

(Corresponding author is Dyson ndyson@udel.edu)(Corresponding author is Jordan njordan@udel.edu)(Corresponding author is Beliakoff afbusby@gmail.com)(Corresponding author is Hassinger-Das hassinger.das@temple.edu)
Journal for Research in Mathematics Education

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