The Effects of Counting Intervention on Mathematics, Thinking, and Language Skills in Low-Performing First Graders

• In Event: Roundtable Session 2
  In Roundtable Session: Roundtable: Mathematics Learning of Struggling Learners

Abstract

This study investigated the effectiveness of a mathematics intervention program Improving Counting Skills for low-performing Finnish first graders. Explicit instruction and visual representations of mathematical concepts were used. Intervention’s effect on thinking and language skills was also examined. The study applied a pre-post control design. Intervention group (n = 11) received supplemental mathematics instruction in small groups 1–2 times a week for 45 minutes, during 8 weeks. The intervention group made significantly better gains in mathematics learning compared to controls (low-performing children, n = 26, average-performing children, n = 114) not receiving such intervention. No intervention effect was found on language and thinking skills. We discuss the implications for intervention research and educational practice.

Authors

• Riikka Mononen, University of Helsinki

• Pirjo Aunio, University of Helsinki