Promoting K–1 Students' Numerical Learning: Investigating the Effect of Instructional Intervention

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-3 - Research in Mathematics Education

Abstract

Recent studies have found that children with a more accurate estimation of numerical
magnitude in the first grade exhibited better mathematic skills (Booth & Siegler, 2006). The teachers used different instructional intervention to promote the kindergartener and first graders’ numerical understanding. The current study tested two different approaches to promoting children’s acquisition of numerical magnitudes using base 10 blocks and bundles. Fifty-eight first graders were assigned to one of the three conditions in which they learned how to construct two-digit numbers: blocks, bundles, and control group. The results showed the block group outperformed the others on the numerical magnitude estimation task. Thus gaining a sense of 10ness in a linear fashion appears effective in improving children’s sense of numerical magnitudes.

Authors

• Yu Zhang, University of California - Davis

• Yukari Okamoto, University of California - Santa Barbara

• Michael M. Gerber, University of California - Santa Barbara

• Mary E. Brenner, University of California - Santa Barbara