Effects of a preschool mathematics curriculum:: Summative research on the Building Blocks project
Effects of a preschool mathematics curriculum:: Summative research on the Building Blocks project
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DOI：
10.2307/30034954
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发表时间：
2007-03-01
影响因子：
2.8
通讯作者：
Sarama, Julie
中科院分区：
文献类型：
--
作者：
Clements, Douglas H.;Sarama, Julie
这项研究基于开发研究型软件和印刷课程的综合模型评估了学前数学项目的有效性。 Building Blocks 由美国国家科学基金会资助，是一个课程开发项目，专注于为学前班到二年级创建基于研究的、技术增强的数学材料。在本文中，我们描述了第一组所得材料的基本原则、开发和初步总结性评估，因为这些材料用于有以后学业失败风险的儿童的课堂。实验和比较教室包括为低收入家庭服务的两种主要类型的公立学前班项目：国家资助的和 Head Start 学前班项目。实验治疗组评分明显高于对照组评分；实验组的成绩增益接近了个人辅导所追求的 2-sigma 效应。这项研究有助于研究表明，有针对性的早期数学干预有助于幼儿奠定非正式数学知识的基础，特别是对于以后有学业失败风险的儿童。
This study evaluated the efficacy of a preschool mathematics program based on a comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a curriculum development project focused on creating research-based, technology-enhanced mathematics materials for pre-K through grade 2. In this article, we describe the underlying principles, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased significantly more than the comparison group score; achievement gains of the experimental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal mathematics knowledge, especially for children at risk for later school failure.