Meeting Teachers Where They Are: A Mixed-Methods RCT of Early Childhood Mathematics Professional Development

• In Event: Advancing Mathematics Teaching and Learning Through Targeted Professional Learning and Digital Supports

Abstract

Although early mathematics skills predict later academic success, most preschool programs lack high-quality mathematics instructional materials and pre-service teacher training. In-service professional development aligned with supplementary curricular resources might represent a flexible approach to enhancing teachers' mathematics instructional capacity. This mixed-methods randomized controlled trial examined the effectiveness of one such intervention. Results showed positive effects on teachers' mathematics instruction (ES=0.81), and students demonstrated improved mathematics skills (ES=0.18). Effects varied by baseline curriculum use: teachers supplementing with ad hoc materials showed greater improvements than those relying solely on existing curricula. However, teachers preferred more structured scope and sequence than the flexible design provided, which might limit scalability.

Authors

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver

• Douglas Ready, Teachers College, Columbia University

• Samantha Parang, Teachers College, Columbia University

• Rebecca Shmoys, Teachers College, Columbia University

• Crystal A Day-Hess, University of Denver

• Christina D. Mulcahy, University of Denver

• Kayleigh Hoagland, Teachers College, Columbia University