Developing Number Sense: Exploring the Influences of a Counting-Focused Instructional Treatment

• In Event: Hilton Roundtable Session 7
  In Roundtable Session: Understanding Young Children's Mathematical Learning

Abstract

The purpose of this study was to provide preliminary findings on the variations in second-grade students’ number sense development as they engaged in a whole-class counting-focused instructional treatment. Sixty second-grade students participated in this embedded mixed methods study. A Generalized Estimating Equations analysis showed an associated average increase in test scores for students participating in 9 weeks of the instructional treatment as compared to students participating in 3 weeks of the instructional treatment. The in-depth analyses of two cases provided insight into how students accessed features of the instructional treatment. Overall the findings showed that the instructional treatment provided number sense learning opportunities for students from a wide range of abilities and backgrounds within the classroom setting.

Author

• Jessica F. Shumway, Utah State University