دورية أكاديمية
Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum
| العنوان: | Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum |
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| اللغة: | English |
| المؤلفون: | Lewis Presser, Ashley, Clements, Margaret, Ginsburg, Herbert, Ertle, Barbrina |
| المصدر: | Early Education and Development. 2015 26(3):399-426. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2015 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Preschool Education Early Childhood Education Kindergarten Primary Education |
| Descriptors: | Preschool Curriculum, Preschool Education, Preschool Children, Kindergarten, Early Childhood Education, Mathematics Curriculum, Mathematics Instruction, Program Effectiveness, Program Evaluation, Longitudinal Studies, Research Methodology, Play, Mathematics Achievement, Mathematics Tests, Scores, Low Income Groups, Socioeconomic Status, Numeracy, Standardized Tests, Professional Development, Developmentally Appropriate Practices, Intervention |
| مصطلحات جغرافية: | New York |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| DOI: | 10.1080/10409289.2015.994451 |
| تدمد: | 1040-9289 1556-6935 |
| مستخلص: | Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers' business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum. |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Does Not Meet Evidence Standards |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/study/89961 |
| Entry Date: | 2015 |
| رقم الأكسشن: | EJ1053642 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1040-9289 1556-6935 |
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| DOI: | 10.1080/10409289.2015.994451 |