title: A number sense intervention for low-income kindergartners at risk for mathematics difficulties.
abstract: Early number sense is a strong predictor of later success in school mathematics. A disproportionate number of children from low-income families come to first grade with weak number competencies, leaving them at risk for a cycle of failure. The present study examined the effects of an 8-week number sense intervention to develop number competencies of low-income kindergartners (N = 121). The intervention purposefully targeted whole number concepts related to counting, comparing, and manipulating sets. Children were randomly assigned to either a number sense intervention or a business as usual contrast group. The intervention was carried out in small-group, 30-min sessions, 3 days per week, for a total of 24 sessions. Controlling for number sense at pretest, the intervention group made meaningful gains relative to the control group at immediate as well delayed posttest on a measure of early numeracy. Intervention children also performed better than controls on a standardized test of mathematics calculation at immediate posttest.
authors.affiliation: University of Delaware, Newark, DE, USA.
authors.forename: Nancy I
authors.initials: NI
authors.lastname: Dyson
authors.forename: Nancy C
authors.initials: NC
authors.lastname: Jordan
authors.forename: Joseph
authors.initials: J
authors.lastname: Glutting
mesh_terms: D002648:Child; D018479:Early Intervention, Educational / Q000379:methods*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000517:prevention & control*; D008297:Male; D055641:Mathematical Concepts; D008433:Mathematics / Q000193:education; D011203:Poverty / Q000523:psychology; D012306:Risk; D016896:Treatment Outcome