TY - JOUR
T1 - An Exploratory Study of a Number Sense Program to Develop Kindergarten Students' Number Proficiency
AU - Sood, Sheetal
AU - Jitendra, Asha K.
PY - 2013/7
Y1 - 2013/7
N2 - This study examined the effectiveness of a number sense program on kindergarten students' number proficiency and responsiveness to treatment as a function of students' risk for mathematics difficulties. The program targeted development of relationships among numbers (e.g., spatial, more and less). A total of 101 kindergarten students (not at risk: 22 control and 36 experimental; at risk: 18 and 25) from five classrooms in a high-poverty elementary school participated in the study. Using a quasi-experimental design, classrooms were randomly assigned to either the intervention (number sense instruction, NSI) or control condition. Results indicated significant differences favoring the treatment students on all measures of number sense (e.g., spatial relationships, more and less relationships, benchmarks of five and ten, nonverbal calculations) at posttest and on a 3-week retention test. Furthermore, the effects were not mediated by at-risk status, suggesting that NSI may benefit a wide range of students. Implications in terms of preventing early mathematical learning difficulties are discussed.
AB - This study examined the effectiveness of a number sense program on kindergarten students' number proficiency and responsiveness to treatment as a function of students' risk for mathematics difficulties. The program targeted development of relationships among numbers (e.g., spatial, more and less). A total of 101 kindergarten students (not at risk: 22 control and 36 experimental; at risk: 18 and 25) from five classrooms in a high-poverty elementary school participated in the study. Using a quasi-experimental design, classrooms were randomly assigned to either the intervention (number sense instruction, NSI) or control condition. Results indicated significant differences favoring the treatment students on all measures of number sense (e.g., spatial relationships, more and less relationships, benchmarks of five and ten, nonverbal calculations) at posttest and on a 3-week retention test. Furthermore, the effects were not mediated by at-risk status, suggesting that NSI may benefit a wide range of students. Implications in terms of preventing early mathematical learning difficulties are discussed.
KW - at risk
KW - mathematics
KW - prevention
KW - strategy instruction
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U2 - 10.1177/0022219411422380
DO - 10.1177/0022219411422380
M3 - Article
C2 - 22043026
AN - SCOPUS:84878641633
SN - 0022-2194
VL - 46
SP - 328
EP - 346
JO - Journal of learning disabilities
JF - Journal of learning disabilities
IS - 4
ER -