Exposure to Kindergarten Math Instruction: Unpacking Patterns of Selection on a National Scale

• In Event: Mathematics Learning in Early Childhood

Abstract

This study explores the characteristics of children, classrooms, teachers, and schools that predict variability in math instruction in the kindergarten classroom. Existing research has explored numerous teacher factors that might play a role in these processes, but less is known about the contributions of these other important actors. Further, kindergarten teachers often teach material that most children in their classrooms already know, and so I also assess the factors that predict exposure to content that is above or below students’ current skill level. Using data from the ECLS-K:2011, I find that several student characteristics predict instruction, whereas relatively few teacher characteristics predict their practices, and different factors relate to overall time on math compared to time spent on advanced content.

Author

• Leanne Elliott, University of Pittsburgh