A Kindergarten Number-Sense Intervention with Contrasting Practice Conditions for Low-Achieving Children [Number sense intervention with number-fact practice vs. number sense intervention with number-list practice]
Dyson, Nancy; Jordan, Nancy C.; Beliakoff, Amber; Hassinger-Das, Brenna (2015). Journal for Research in Mathematics Education, v46 n3 p331-370. Retrieved from: https://eric.ed.gov/?id=EJ1088271
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examining84Students, gradeK
Practice Guide
Review Details
Reviewed: February 2020
- Practice Guide (findings for Targeted Math Intervention)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Number Sense Screener |
Targeted Math Intervention vs. Other intervention |
0 Days |
Number-fact Practice Condition vs. Number-list Practice Condition;
|
31.64 |
28.08 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Number Sense Screener |
Targeted Math Intervention vs. Other intervention |
8 Weeks |
Number-fact Practice Condition vs. Number-list Practice Condition;
|
33.78 |
31.77 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Arithmetic Fluency |
Targeted Math Intervention vs. Other intervention |
0 Days |
Number-fact Practice Condition vs. Number-list Practice Condition;
|
7.52 |
6.83 |
No |
-- | ||
|
Woodcock-Johnson III Tests of Achievement (WJ-III) Standard Test Book Form A: Calculation subtest |
Targeted Math Intervention vs. Other intervention |
0 Days |
Number-fact Practice Condition vs. Number-list Practice Condition;
|
4.96 |
4.92 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Woodcock-Johnson III Tests of Achievement (WJ-III) Standard Test Book Form A: Calculation subtest |
Targeted Math Intervention vs. Other intervention |
8 Weeks |
Number-fact Practice Condition vs. Number-list Practice Condition;
|
6.45 |
5.41 |
No |
-- | ||
|
Arithmetic Fluency |
Targeted Math Intervention vs. Other intervention |
8 Weeks |
Number-fact Practice Condition vs. Number-list Practice Condition;
|
8.58 |
7.30 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
40% English language learners -
Female: 52%
Male: 48% -
Race Black 25% Other or unknown 47% White 23% -
Ethnicity Hispanic 50% Not Hispanic or Latino 50%
Study Details
Setting
The study was conducted in four schools from two school districts. The study took place in a medium-size metropolitan area. The authors noted that these schools were selected because they all had a large proportion of students living in poverty (48% to 93% of students eligible for free-or-reduced-price lunch) (p. 6).
Study sample
The analytic sample was 52% female. About 25% of students were African American; 50% were Hispanic, and 23% Caucasian. Approximately 40% were identified as English learner students because they were enrolled in bilingual classrooms. Roughly 80% of students qualified for free or reduced price lunch. On average, children in the number list practice group were 65 months old and children in the number fact practice group were 67 months old.
Intervention Group
The intervention, Number-Sense Intervention plus Number-Fact Practice, consisted of 24 30-minute lessons spanning 8 weeks and was delivered in small groups of four by a trained student who followed a script. The intervention targeted number, number relations, and number operations concepts. During the last five-minutes of the session, students practiced addition and subtraction combinations within 5 presented horizontally.
Comparison Group
The comparison, Number-Sense Intervention plus Number-List Practice, consisted of 24 30-minute lessons spanning 8 weeks and was delivered in small groups of four by a trained student who followed a script. The intervention targeted number, number relations, and number operations concepts. During the last five-minutes of the session, students played an adapted version of the Great Race (Ramani & Siegler, 2008).
Support for implementation
Interventionists were provided with scripted lessons. No other support was reported.
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The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
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Study findings for this report.
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