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Experimental Mathematics Interventions in Classrooms and Schoolyards to Promote Early Numeracy and Rational Number Learning
Fri, March 24, 1:45 to 3:15pm, Salt Palace Convention Center, Floor: 1, Grand Ballroom GSession Type: Paper Symposium
Abstract
Supporting children’s early numeracy skills is essential for providing them with the basic conceptual understanding needed for future math learning, including rational numbers, which are challenging for children to master. Creating effective and scalable interventions is crucial to facilitate children’s development of these foundational skills for math achievement, particularly for children from under-resourced communities. In this symposium, we present studies of classroom and schoolyard interventions derived from the science of learning and adopting experimental designs to evaluate their impacts. The first study found that a combination of quantitative language and numeracy instruction for preschoolers via picture books produced the most robust effects on quantitative language and numeracy outcomes, compared to either instruction delivered alone. The second study found that a play-based intervention using a redesigned basketball court and a walkable number line improved number line estimation acuity for low-income Latine kindergarteners and low-performing first and second graders, even though overall impacts were small and unreliable. In the third study, researchers expanded a similar basketball intervention with fractions and decimals by working with teachers to co-design complementary classroom instruction. The intervention improved rational number skills in predominantly low-income fourth and fifth-grade Latine students. In the fourth study, preliminary findings indicated the fraction intervention, delivered by teachers in classrooms, had a large significant impact on fraction achievement in low-performing sixth graders, including many minority and under-resourced students. Together, these studies demonstrate rigorous design, implementation, and evaluation approaches to enhance early numeracy and rational number learning through classroom instruction and play.
Sub Unit
Chair
Individual Presentations
Quantitative Language and Numeracy Instruction: Contrasting Picture Book Interventions in Preschool - Presenting Author: David James Purpura, Purdue University, West Lafayette; Connor O'Rear, Purdue University, West Lafayette; Alexa Ellis, University of Alabama, Tuscaloosa; Jessica Logan, Vanderbilt University; Lauren Westerberg, Purdue University, West Lafayette; Yemimah A. King, Spelman College; Mackenna Vander Tuin, University of Texas; Patrick Ehrman, Purdue University, West Lafayette; Inga Nordgren, Purdue University, West Lafayette; Kirsten Lee Anderson, Purdue University, West Lafayette; Jimena Cosso, Pennsylvania State University, University Park; Erica Zippert, University of Pittsburg; Amy R Napoli, University of Nebraska - Lincoln; Caroline Byrd Hornburg, Virginia Polytechnic Institute and State University; Sara Anne Schmitt, University of Oregon; Jennifer E. Dobbs-Oates, Purdue University
Number Ball: Learning Whole Number Arithmetic through Play - Presenting Author: Vanessa Noemy Bermudez, University of California - Irvine; Kreshnik Begolli, University of California, Irvine; Daniela Alvarez-Vargas, University of California - Irvine; Jessica Paola Lopez Perez, University of California - Irvine; Evelyn Santana, University of California-Irvine; Drew Bailey, University of California - Irvine; Lindsey Engle Richland, University of California - Irvine; Andres Sebastian Bustamante, University of California - Irvine
Fraction Ball: Iterative Design and Classroom Expansion of a Play-Based Rational Number Intervention - Presenting Author: Andres Sebastian Bustamante, University of California - Irvine; Kreshnik Begolli, University of California, Irvine; Vanessa Noemy Bermudez, University of California - Irvine; LuEttaMae Lawrence, Utah State University; Daniela Alvarez-Vargas, University of California - Irvine; Sabrina Valdez, University of California Irvine; Evelyn Santana, University of California-Irvine; Lourdes Michelle Acevedo-Farag, University of California - Irvine; Lindsey Engle Richland, University of California - Irvine; Katherine Rhodes, University of California - Irvine; June Ahn, University of California Irvine; Drew Bailey, University of California - Irvine
Building Fraction Knowledge in Students Who Have Fallen Behind in Math: Preliminary Findings from an Efficacy Study - Presenting Author: Nancy Dyson, University of Delaware; Nancy C Jordan, University of Delaware; Heather Suchanec, University of Delaware; Taylor Paige Guba, University of Delaware; Megan Botello, University of Delaware