The Development and Evaluation of the Basic Math Curriculum Among Iranian Young Children at-Risk for Mathematic Difficulties

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Education, Schooling

Abstract

Introduction: Basic Mathematics (BM) skills in young children predict later math performance (Geary et al., 2013), reading skills (Clements & Sarama, 2013), and academic achievement (Claessens et al., 2009). Children who start school with low BM skills are also more likely to experience grade retention (Jordan et al., 2006). Early problems in BM skills may worsen over time (Stock et al., 2009) and increase a child’s risk of experiencing math difficulties.

This study examined the effectiveness of the “Basic Math Training” (BMT) curriculum (Ahmadi et al, 2016). The curriculum was based on evidenced-based math curriculums including Number Sense Intervention (Jordan & Dyson, 2013) and the Pre-math Curriculum (Klein et al., 2002) and includes number and operations, measurement concepts, early algebra, and basic geometry. The curriculum also has computer activities teaching children shapes, sorting, space, matching, algebraic thinking, geometry, counting, measurement, comparison, classifying and basic operations (see Figure 1).

This study examined if participation in the BMT curriculum implemented by researchers lead to greater gains in mathematic performance in the basic math (BM) training group compared to children in the business as usual (BAU) control group who were engaged in their school math program.

Methods: The sample included 54 at-risk kindergarten children who scored below average on the Kohansedgh Basic Math Skills for Children (KBMSC) in Tehran, Iran. Children were administered a standardized KBMSC test (Kohansedgh, 1997) to assess BM skills, and the Tehran-Stanford-Binet Intelligence Scales, Fifth Edition (TSB-5, Afrooz, Farid, Mousavi, & Soveyzi, 2014 ) to assess IQ and quantitative reasoning skills. Ten girls and forty-four boys were identified as being below average on math skills and were randomly assigned to the BM or BAU group, 27 each. The two groups did not differ in terms of age (t(52)=0.40, p=.70), IQ (t(52)=0.03, p=.98), math performance (t(52)=0.49, p=.63) or gender (χ2(1)=1, p=.64). The intervention program included 24 sessions 35 to 50 minutes per session, three times a week over two months. Pretesting was done in the winter, the intervention occurred in the spring, and post test data were collected one week after the intervention.
Results: Math and quantitative scores at Post-test were analyzed with an ANCOVA with Groups [BM and BAU] as between-subjects factor and Pre-test scores as a covariate. The BM group demonstrated greater gains in basic math and quantitative reasoning skills compared to the BAU group [F’ s (1, 51)= 41.58, 10.12, p’ s= 0.001, η2’ s= .45, .17, respectively].

Discussion:
Children receiving the Basic Math curriculum demonstrated greater gains in math and quantitative reasoning compared to children in the BAU group. This could be due to the content and format of the program. Tasks used in the BM training program were presented by researchers with high fidelity and based on evidence-based programs (Fuchs et al., 2002). Activities were presented in a game-like format, combined with a software program which provided feedback to children. These activities may have helped children integrate and translate math learning. Results suggest that early math training can promote at-risk children’s mathematical performance in kindergarten.

Authors

• Ahmad Ahmadi, Oregon State University - Corvallis
  Presenting Author

• Megan M McClelland, Oregon State University - Corvallis
  Non-Presenting Author

• Susan S Chuang, University of Guelph
  Non-Presenting Author

• Ahmad Beh-Pajooh, University of Tehran
  Non-Presenting Author