Positioned for future success: Evidence-based number sense interventions (NSI) can help kindergartners link their nonverbal understanding of quantities to the symbolic representations of number, number relations, and number operations.
Nancy I. Dyson, Nancy C. Jordan and Brenna L. Hassinger-Das
Nancy Dyson, Nancy C. Jordan, Amber Beliakoff and Brenna Hassinger-Das
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.