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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Early Learning in Mathematic: A Prevention Approach

David Chard, University of Oregon
Scott Baker, Pacific Institutes for Research
Ben Clarke, Pacific Institutes for Research

Abstract: This poster session describes the development and preliminary evaluation of a kindergarten mathematics curriculum designed to support the development of young children's understanding of number, number operations, geometry, measurement, and mathematical vocabulary. Preliminary results will be presented from development design studies and the first year of field-testing. In Year 1, curriculum designers worked with teacher-researchers to develop a scope and sequence of instruction and create sample lessons. These lessons were piloted in two settings with regular observations and consultation with the teacher-researchers and recommendations for changes related to implementation utility. During pilot sessions, observation instruments and student assessments were developed and piloted. In Year 2, a quasi-experimental design was employed to evaluate the effectiveness of the year-long curriculum. Fourteen kindergarten teachers were randomly assigned by school to experimental and comparison conditions with 234 students participating in the study. The experimental condition consisted of 100 mathematics lessons. Lessons were structured in instructional strands emphasizing the development of number sense and operations, geometry concepts, measurement, and mathematical vocabulary. Weekly problem solving routines were developed to integrate learning strands and scaffold student mathematical discourse. In addition to the development and evaluation of the mathematics curriculum, project staff collaborated with software developers to create a computer-based tool to facilitate students' development of automaticity with early number concepts and skills. A discussion will present preliminary findings from the first year evaluation of the program's impact on student performance on standardized measures of mathematics achievement, their rate of growth on measures of early number sense, and their mathematics related discourse.