Teaching Moves Associated With Preschoolers’ Arithmetical Accuracy and Working Memory

• In Event: Novel Approaches to Strengthening Young Children's Math and Executive Functioning Skills

Abstract

Developing young children’s mathematical and executive function (EF) proficiencies is essential for children’s academic success, and high-quality math instruction may have the dual benefit of supporting both (Clements, Sarama, & Germeroth, 2016). Providing math instruction which promotes both competencies partly relies on the use of teaching moves. A teaching move is a teacher’s intentional action which supports students’ performance on a task, in response to children’s in-the-moment, observed thinking (Jacobs & Empson, 2016). We examine arithmetical teaching moves derived from Jacobs and Empson’s framework, including using number paths, directly modeling addition and subtraction, using mathematical symbols via counting cards, and modifying problem difficulty (e.g., Alvarado, 2015; Lyons, Bugden, Zheng, De Jesus, & Ansari, 2018; Siegler & Ramani, 2008). We compared relations between these teaching moves and students’ supported accuracy and observed EF, specifically, working memory.
Teacher-researchers implemented an activity, Big Fish Story (BFS), with dyads of preschoolers (n = 94 sessions, with 24 preschoolers in 12 dyads and 3 teacher-researchers). Teaching moves that are theorized to support EF and math were reviewed by experts and selectively included in BFS (Day-Hess & Clements, 2017). Teacher-researchers used these teaching moves to support students’ responses to simple addition and subtraction problems. Teaching moves, students’ responses, and students’ observed instances of low, medium, and high working memory were coded by a team of research assistants (Cohen’s  = .84 for teaching moves, Cohen’s  = .90 for accuracy, and Cohen’s  = .90 for EF). Working memory codes rated the child’s ability to use, maintain, and update information. For example, remembering and following the series of steps needed to solve the given addition or subtraction problem. We use session-level data (n = 94 sessions) nested in dyads and add teaching moves to linear regression models stepwise to compare which teaching moves associated with students’ supported accurate versus inaccurate responses (Table 1) and students’ observed working memory levels (Table 2).
The following teaching moves were associated with accurate responses: problems of medium difficulty (Levels 2 and 3 in Tables 1 and 2), the number path, and counting cards. Additionally, problems of the highest difficulty (Level 4 in Tables 1 and 2) were negatively associated with accurate responses. Problems of medium and highest difficulty were associated with students’ observed medium and high levels of working memory. Overall, our findings indicate that adjusting problem difficulty and use of a number path may be the most supportive of both young students’ developing arithmetic and working memory competencies, based on our correlational analyses.

Authors

• Holland Banse, University of Alabama, Tuscaloosa
  Presenting Author

• Douglas H Clements, University of Denver
  Non-Presenting Author

• Christina Mulcahy, University of Denver
  Non-Presenting Author

• Crystal A Day-Hess, University of Denver
  Non-Presenting Author