Accelerating math development in Head Start classrooms.

• David H. Arnold ^[1] ; Paige H. Fisher ^[2] ; Greta L. Doctoroff ^[3] ; Jennifer Dobbs ^[4]
  1. [1] University of Massachusetts Amherst

     University of Massachusetts Amherst

     Town of Amherst, Estados Unidos

     
  2. [2] Seton Hall University

     Seton Hall University

     Township of South Orange Village, Estados Unidos

     
  3. [3] Yeshiva University

     Yeshiva University

     Estados Unidos

     
  4. [4] Purdue University

     Purdue University

     Township of Wabash, Estados Unidos

     

  Mostrar afiliaciones +
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 94, Nº. 4, 2002, págs. 762-770
• Idioma: inglés
• Enlaces
  • Texto Completo Ejemplar
• Dialnet Métricas: 4 Citas
• Resumen

  • Teachers implemented a 6-week classroom intervention designed to promote emergent math skills and math interest in preschool-aged children. Teachers in experimental classrooms incorporated math-relevant activities into their daily routine during circle time, transitions, mealtime, and small-group activities. Control classrooms engaged in their typical activities. After the program, experimental children scored significantly higher than control children on a standardized test of math ability and enjoyed math activities more than the control children, as measured by both teacher and self-report. Teachers rated the program as highly satisfactory and reported that they increased their own enjoyment and skill in implementing math activities in their classrooms. The intervention effects were largely accounted for by substantial gains by boys, whereas girls showed much smaller program response. (PsycINFO Database Record (c) 2016 APA, all rights reserved)