Understanding the Influence of School-Based Early Mathematics Learning Opportunities in Early Childhood Settings: A Meta-Analytic Review

• In Event: Supporting Young Children’s Mathematics Learning

Abstract

The objective of this study was to provide early learning and development stakeholders with concrete evidence of the effects of school-based early mathematics learning opportunities (e.g., curriculum and math-related activities) on mathematics achievement through a meta-analysis of studies that have been reported in the literature since 2000. We conducted a three-phased search process to identify studies to be included in the meta-analysis. During phase one, we conducted a systematic search. During phase two, we reviewed and summarized each study. During phase three, only 22 studies that utilized randomized controlled trials or quasi-experimental designs with treatment and control groups were included in the meta-analysis. Large summary effects were found for both early math curriculum and early math-related activities on mathematics achievement.

Authors

• Aubrey H. Wang, Saint Joseph's University

• Janine M. Firmender, Saint Joseph's University

• Joshua Power, Saint Joseph's University