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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

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Published on: July 18, 2020

Early childhood mathematics intervention.

Douglas H Clements1, Julie Sarama

  • 1Graduate School of Education, University at Buffalo, State University of New York, Buffalo, NY 14260, USA. clements@buffalo.edu

Science (New York, N.Y.)
|August 20, 2011
PubMed
Summary
This summary is machine-generated.

Early math interventions for preschoolers aged 3-5 significantly boost children's learning trajectories. These programs help close achievement gaps and foster long-term academic success in mathematics.

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Area of Science:

  • Early Childhood Education
  • Developmental Psychology
  • Educational Interventions

Background:

  • Many preschool and primary grade children lack adequate opportunities for mathematical learning.
  • Disparities in early math education can lead to persistent achievement gaps.
  • Children often start behind their peers, initiating a negative mathematical trajectory.

Purpose of the Study:

  • To investigate the impact of early mathematical interventions on young children's learning.
  • To determine the long-term benefits of facilitating mathematical learning in early childhood.
  • To address the need for effective early math education strategies.

Main Methods:

  • The study focused on children aged 3 to 5 years.
  • Interventions were designed to enhance mathematical learning.
  • Longitudinal effects on children's academic trajectories were assessed.

Main Results:

  • Interventions designed for ages 3 to 5 years showed a strong positive effect.
  • These positive effects were observed for many years after the intervention.
  • Early math support can alter negative learning trajectories.

Conclusions:

  • Early childhood interventions are crucial for developing mathematical competence.
  • Targeted math programs during preschool years yield lasting benefits.
  • Addressing early learning gaps is vital for long-term educational equity.