Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target

• Autores: Douglas H. Clements, Julie Sarama, Arthur J. Baroody, Traci S. Kutaka, Pavel Chernyavskiy, Candace Joswick, Menglong Cong, Ellen Joseph
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 7, 2021, págs. 1323-1337
• Idioma: inglés
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• Resumen

  • Although basing instruction on a learning trajectory (LT) is often recommended, there is little evidence regarding a premise of a LT approach—that to be maximally meaningful, engaging, and effective, instruction is best presented 1 LT level beyond a child’s present level of thinking. We evaluated this hypothesis using an empirically validated LT for early arithmetic with 291 kindergartners from four schools in a Mountain West state. Students randomly assigned to the LT condition received one-on-one instruction 1 level above their present level of thinking. Students in the counterfactual condition received 1-on-1 target-level instruction that involved solving story problems three levels above their initial level of thinking (a skip or teach-to-target approach). At posttest, children in the LT condition exhibited significantly greater learning, including target knowledge, than children in the teach-to-target condition, particularly those with low entry knowledge of arithmetic. Child gender and dosage were not significant moderators of the effects. (PsycInfo Database Record (c) 2021 APA, all rights reserved)