Fostering at-risk preschoolers' number sense

Author(s): Baroody, Arthur J.; Eiland, Michael; Thompson, Bradley;
Date Issued: January, 2009
Publisher(s): Routledge (Firm)
Description: A comparison of the pre- and post-test numeracy skills of children in classrooms using four different numeracy teaching techniques: structured discovery, semistructured discovery, direct instruction, and unstructured practice, based on data collected from 80 at risk children from two public preschools
show entire record ↓
Funder(s): Institute of Education Sciences (U.S.) ; Spencer Foundation ; National Institutes of Health (U.S.)
Journal Title: Early Education and Development
Volume Number: 20
Issue Number: 1
Page Range: 80-128
Topics: Children & Child Development > Child Development & School Readiness > Early Math/Numeracy

Programs, Interventions & Curricula > Interventions/Curricula > Early Math/Numeracy
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Test of Early Mathematics Ability (3rd ed.) Instruments


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Building number sense with Number Worlds: A mathematics program for young children Other
The making of little mathematicians: Fostering early math understanding in Paraguay Fact Sheets & Briefs
How is it that learning mathematics in the early years can become so difficult?: A post-structuralist analysis Reports & Papers
The final report of the National Mathematics Advisory Panel Other
The final report of the National Mathematics Advisory Panel [Executive summary] Executive Summary

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate