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An exploration of the math names for...

Magargee, Suzanne Dean.

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An exploration of the math names for numbers: An early childhood mathematics intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An exploration of the math names for numbers: An early childhood mathematics intervention./
Author:	Magargee, Suzanne Dean.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	176 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253424
ISBN:	9781369643428

An exploration of the math names for numbers: An early childhood mathematics intervention.
Magargee, Suzanne Dean.

An exploration of the math names for numbers: An early childhood mathematics intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 176 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--University of the Incarnate Word, 2017.

A longitudinal study of the effects of an early childhood mathematics intervention was conducted in 2 private elementary schools in a large city in central Texas. The study included 377 participants in prekindergarten through fifth grades. Explicit non-inverted number names were taught in English and Spanish to prekindergarten and kindergarten students, with formative assessments conducted during this timeframe. Summative assessment results from standardized achievement tests were collected in grades 1 through 5 from 341 of the participants. Normal curve equivalent scores of total mathematics achievement, problem solving, and mathematics procedures were compared among groups of children with no or up to 2 academic years of experience using explicit non-inverted number names. Children in Grade 1 who had no experience with the intervention, scored significantly higher than the other children in mathematics procedures. After the first grade, a means trend emerged, showing children with the most experience demonstrated higher overall mean scores within the three measures. In Grade 3, children with the most experience using the intervention demonstrated significantly higher scores in mathematics procedures.

ISBN: 9781369643428Subjects--Topical Terms:

641129
Mathematics education.

An exploration of the math names for numbers: An early childhood mathematics intervention.
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520 $a A longitudinal study of the effects of an early childhood mathematics intervention was conducted in 2 private elementary schools in a large city in central Texas. The study included 377 participants in prekindergarten through fifth grades. Explicit non-inverted number names were taught in English and Spanish to prekindergarten and kindergarten students, with formative assessments conducted during this timeframe. Summative assessment results from standardized achievement tests were collected in grades 1 through 5 from 341 of the participants. Normal curve equivalent scores of total mathematics achievement, problem solving, and mathematics procedures were compared among groups of children with no or up to 2 academic years of experience using explicit non-inverted number names. Children in Grade 1 who had no experience with the intervention, scored significantly higher than the other children in mathematics procedures. After the first grade, a means trend emerged, showing children with the most experience demonstrated higher overall mean scores within the three measures. In Grade 3, children with the most experience using the intervention demonstrated significantly higher scores in mathematics procedures.
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