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Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.
Brenna Hassinger-Das1, Nancy C Jordan1, Nancy Dyson1
1School of Education, University of Delaware, Newark, Delaware, 19716, United States of America.
The Elementary School Journal
|January 5, 2016
Summary
Storybook reading interventions can boost early math vocabulary in at-risk children. However, this math vocabulary (SNC) intervention did not improve general math skills, highlighting the need for integrated number concept instruction.
Area of Science:
- Early Childhood Education
- Educational Psychology
- Mathematics Education
Background:
- Children with early numeracy difficulties often struggle with foundational mathematics vocabulary and number concepts.
- Targeted interventions are crucial for supporting at-risk children's mathematical development.
- Integrating vocabulary and conceptual understanding is key for effective math learning.
Purpose of the Study:
- To investigate the impact of a storybook reading intervention on mathematics vocabulary and number competencies in children with early numeracy difficulties.
- To compare the effectiveness of a storybook number competencies (SNC) intervention against a number sense intervention and a control group.
- To determine if improvements in mathematics vocabulary translate to broader gains in mathematical skills.
Main Methods:
- A randomized controlled trial was conducted with 124 kindergarten children identified with early numeracy difficulties.
- Participants were assigned to either the storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control group.
- Interventions involved small group sessions over 8 weeks, focusing on mathematics vocabulary and number concepts through storybooks.
Main Results:
- The SNC intervention group showed significant improvements in mathematics vocabulary, including both intervention-specific and general mathematics terms.
- No significant effects were observed on general mathematics measures for the SNC intervention group compared to control or number sense groups.
- The findings suggest that while vocabulary can be improved, conceptual understanding requires more direct instruction.
Conclusions:
- Storybook interventions can effectively enhance mathematics vocabulary acquisition in young children at risk for math difficulties.
- Improvements in mathematics vocabulary alone do not automatically lead to enhanced general number competencies.
- Future interventions should combine targeted vocabulary development with explicit, intensive instruction in number concepts for comprehensive mathematical growth.
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