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
Volume Number: 10
Issue Number: 1
Page Range: 96-115
Note: This resource is based on data from the Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) evaluation study.
Topics: Children & Child Development > Child Development & School Readiness > Early Math/Numeracy

Programs, Interventions & Curricula > Interventions/Curricula > Early Math/Numeracy
Country: United States
States: MASSACHUSETTS, NEW YORK
ISSN: 1934-5739 Online
1934-5747 Paper
Peer Reviewed: yes
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