Concern about poor mathematics achievement in U.S. schools has increased in recent years. In part, poor achievement may be attributed to a lack of attention to early instruction and missed opportunities to build on young children's early understanding of mathematics. This study examined the development and feasibility testing of a kindergarten mathematics curriculum designed to focus on the development of early number sense, geometry, measurement, and mathematics vocabulary. A mixed-model analysis of covariance, using pretest score as a covariate, was used to determine the effect of the experimental curriculum on student achievement on a standardized measure of early mathematics. Achievement results as well as implementation fidelity and teacher satisfaction suggest that further empirical research on the efficacy of the curriculum is warranted.
Chard, D. J., Baker, S. K., Clarke, B., Jungjohan, K., Davis, K., & Smolkowski, K. (2008). Preventing early mathematics difficulties: The feasibility of a rigorous kindergarten mathematics curriculum. Learning Disability Quarterly, 31(1), 11–20.
Response to Intervention (RTI)
Journal Article/Book Chapter