What Works in Preschool Math Education: Insights From a Meta-Analysis

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Meta-Analysis in Mathematics Education (Table 35)

Abstract

This meta-analysis investigates: (1) How effective the innovative instructional strategies (experimental condition) could be in advancing preschoolers’ knowledge and skills in Mathematics when compared to the current teaching practices (‘business as usual’ control conditions) and (2) What specific activities/qualities of the instructional interventions in question for what categories of learners and under what circumstances enhance or inhibit these effects. The following overall effects were documented in four major outcome categories: g+=0.429 for Math Precursors (k=40); g+=0.455 for Number Sense (k=168); g+=0.372 for Geometry (k=30); g+=0.374 for Math Composites (k=40). Using a more detailed coding of both intervention and control conditions than in previous meta-analyses allowed us to identify a greater range of effective options for helping preschoolers learn mathematics.

Authors

• Eric Dion, University of Quebec - Montreal

• Evgueni Borokhovski, Concordia University - Montreal

• Isabelle Plante, University of Quebec - Montreal

• Stephane Cyr, Université du Québec à Montréal

• Patrick Charland, University of Quebec - Montreal