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Reasoning about Representations: Effects of an Early Math Intervention

Artikel i vetenskaplig tidskrift
Författare Görel Sterner
Ulrika Wolff
Ola Helenius
Publicerad i Scandinavian Journal of Educational Research
ISSN 0031-3831
Publiceringsår 2019
Publicerad vid Institutionen för pedagogik och specialpedagogik
Nationellt Centrum för matematikutbildning, NCM
Språk en
Länkar dx.doi.org/10.1080/00313831.2019.16...
Ämnesord Mathematics, intervention, number, reasoning, representations, number-sense intervention, working-memory, young-children, mathematics, curriculum, achievement, skills, difficulties, knowledge, trajectories, disabilities, Education & Educational Research
Ämneskategorier Matematik, Pedagogik

Sammanfattning

The outcomes of a longitudinal randomized number sense intervention including pre-, post- and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational-Abstract principles, a structured explicit 10-week program focusing on numbers and collective reasoning about representations was conducted by the classroom teachers. In addition to their regular mathematics teaching, a trained control group received an equally structured and explicit intervention program but without the critical mathematics component. The children in the experimental group outperformed the children in the control group on number sense growth between the pre- and the post-test. There was also a sustained effect of the intervention nine months later when children were assessed in Grade 1.

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