Research

Three studies reviewed by the WWC investigated the effects of Building Blocks for Math in center-based settings. Two studies (Clements & Sarama, 2006; Clements & Sarama, 2007) were randomized controlled trials that met WWC evidence standards. The remaining study did not meet WWC evidence screens.

Clements and Sarama (2006) included 28 preschool teachers (202 children) from low- to mixed-income families in New York State and compared math outcomes for children participating in a Building Blocks for Math intervention group to a business-as-usual comparison group. ⁵

Clements and Sarama (2007) included four preschool teachers (53 children) from low-income families in New York State and compared math outcomes for children who participated in a Building Blocks for Math group to a business-as-usual comparison group.

Extent of evidence

The WWC categorizes the extent of evidence in each domain as small or medium to large (see the What Works Clearinghouse Extent of Evidence Categorization Scheme). The extent of evidence takes into account the number of studies and the total sample size across the studies that met WWC evidence standards with or without reservations. ⁶

The WWC considers the extent of evidence for Building Blocks for Math to be small for mathematics achievement. No studies that met WWC evidence standards with or without reservations addressed oral language, print knowledge, phonological processing, early reading/writing, or cognition.