Moving Across a Counting Learning Trajectory Strengthens Arithmetic Strategies for Kindergartners at Risk for Math Difficulties

• In Event: Topics in Early Childhood Mathematics

Abstract

The efficacy of an arithmetic intervention using the Learning Trajectories (LT) had a differential effect on kindergarten children’s post-assessment scores in an urban school district in a Mountain State: Greater growth was observed for children who entered the intervention with low initial counting and arithmetic competences. We employ an explanatory-sequential mixed-methods design to describe specific ways LT instruction supported the development of more sophisticated strategies for solving story problems in two students at risk for math difficulties. Quantitative Phase. We describe a three-way interaction between pre-arithmetic ability, pre-counting abilities, and treatment. Qualitative Phase. Two themes emerged from the cross-case analysis: how LT instruction supported organizing counting and modeling behaviors and the transition to more sophisticated counting strategies.

Authors

• Menglong Cong, University of Denver

• Traci Shizu Kutaka, University of Virginia

• Grant Goble, University of Denver

• Victor Carrasco, University of Denver

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver