Does early mathematics intervention change the processes underlying children's learning?
|Resource Type:||Reports & Papers|
|Author(s):||Watts, Tyler W.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine; Bailey, Drew H.;|
|Date Issued:||January-March 2017|
|Description:||Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention on "state" (occasion-specific) and "trait" (relatively stable) variability in mathematics achievement. Results indicated that, although the treatment had a large impact on state mathematics, the treatment had no effect on trait mathematics, or the aspect of mathematics achievement that influences stable individual differences in mathematics achievement over time. Results did suggest, however, that the intervention could affect the underlying processes in children's mathematical development by inducing more transfer of knowledge immediately following the intervention for students in the treated group. (author abstract)|
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|Funder(s):||Institute of Education Sciences (U.S.) ; Irvine Network on Interventions in Development|
|Journal Title:||Journal of Research on Educational Effectiveness|
|Note:||This resource is based on data from the Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) evaluation study.|
Children & Child Development
Child Development & School Readiness
Programs, Interventions & Curricula > Interventions/Curricula > Early Math/Numeracy
|States:||MASSACHUSETTS, NEW YORK|
|Research-Based Early Maths Assessment||Instruments|
|Renfrew Bus Story||Instruments|
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