Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum |
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| Authors: | Ashley Lewis Presser Margaret Clements Herbert Ginsburg Barbrina Ertle |
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| Institution: | 1. Center for Children and Technology, Education Development Center, Inc.alewis@edc.org;3. Center for Children and Technology, Education Development Center, Inc.;4. Psychology and Education, Teachers College, Columbia University;5. Department of Education, Adelphi University |
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| Abstract: | Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum. |
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