Understanding Mathematics Instruction in Kindergarten

• In Event: Sheraton Roundtable Session Seventeen
  In Roundtable Session: Examining Opportunity to Learn Mathematics From Multiple Perspectives (Table 8)

Abstract

Children’s early mathematics skills appear to be a particularly important predictor of school success. This in-depth observational study revealed that kindergarteners in lower income schools spent more time per day on math in the math block and kindergarteners in higher income schools spent twice as much time per day on math outside of the math block. In the spring of kindergarten lower income schools dedicated a larger percentage of their math block instruction to advanced mathematics content. Kindergarteners in higher income schools were more often engaged in the mathematics lesson and classroom management less often hindered the mathematics activity. One third of mathematics lessons did not use materials and teachers rarely differentiated or asked children to reflect on their learning.

Authors

• Danielle Shaw Attaway, University of Colorado - Boulder
  Presenting Author

• Mimi Engel, University of Colorado Boulder
  Non-Presenting Author

• Robin Tepper Jacob, University of Michigan
  Non-Presenting Author

• Anna Hart Erickson, University of Michigan
  Non-Presenting Author

• Amy Claessens, University of WIsconsin - Madison
  Non-Presenting Author