Examining the Efficacy of a Learning Trajectories Intervention for Arithmetic: A Sequential Explanatory Mixed-Method Approach

• In Event: Hilton Roundtable Session 4
  In Roundtable Session: Improving Academic Success in Kindergarten

Abstract

The efficacy of an arithmetic intervention using the Learning Trajectories approach (Clements and Sarama, 2009; 2014) had a differential effect on kindergarten children’s post-assessment scores in an urban school district in a Mountain State. We use an explanatory sequential mixed methods design to examine pre-post assessment growth in arithmetic accuracy and the use purposive sampling to understand the ways in which accuracy was accompanied by changes in strategy sophistication. Quantitative Phase: We (briefly) describe a three-way interaction between pre-arithmetic ability, pre-counting abilities, and treatment. Qualitative Phase: We use nine cases to explore differences in strategy selection and application from different combinations of arithmetic and counting abilities.

Authors

• Menglong Cong, University of Denver

• Traci Shizu Kutaka, University of Virginia

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver

• Taryn Robertson, University of San Diego

• Victor Carrasco, University of Denver

• Ariel Stenger