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Does Early Mathematics Intervention Change the Processes Underlying Children's Learning?

Tyler W Watts1, Douglas H Clements2, Julie Sarama2

  • 1University of California, Irvine, Irvine, California, USA.

Journal of Research on Educational Effectiveness
|February 6, 2018
PubMed
Summary
This summary is machine-generated.

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Early math interventions boost occasion-specific skills but not stable math abilities. The study found that while preschool math programs improved immediate performance, they did not impact long-term, stable mathematical development.

Area of Science:

  • Early Childhood Education
  • Developmental Psychology
  • Educational Interventions

Background:

  • Effects of early educational interventions often diminish over time.
  • Limited research exists on the reasons for fading achievement impacts.
  • Understanding the persistence of intervention effects is crucial for educational policy.

Purpose of the Study:

  • To investigate the differential effects of a preschool mathematics intervention on "state" (occasion-specific) and "trait" (stable) mathematics achievement.
  • To determine if the intervention influences the underlying, stable individual differences in mathematical development.
  • To explore how the intervention might affect knowledge transfer in early mathematical development.

Main Methods:

  • A preschool mathematics intervention was implemented.
Keywords:
early childhoodinterventionsmathematics

Related Experiment Videos

  • The study assessed children's mathematical development, distinguishing between state and trait variability.
  • Statistical analyses were used to compare outcomes between treated and control groups.

    • Main Results:

    • The intervention significantly impacted state mathematics achievement (occasion-specific).
    • No significant effect was found on trait mathematics achievement (stable individual differences).
    • Evidence suggests the intervention enhanced knowledge transfer immediately post-treatment for the treated group.

    Conclusions:

    • Preschool mathematics interventions may improve immediate, context-dependent math skills but do not alter stable individual differences in mathematical ability.
    • The fading of intervention effects might be linked to a lack of impact on trait mathematics development.
    • Interventions could be optimized by focusing on fostering knowledge transfer to promote more lasting gains in mathematical development.