The Effects of Systematic Instruction with Math Books to Teach Math to Preschoolers

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-06-12 DOI:10.1007/s10643-024-01686-w
Jessica K. Hardy
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Abstract

Early math skills predict later achievement for young children; thus, it is important to expand what is known about how to support preschool children’s development of these skills. While there has been some research on interventions, including those using systemic instruction, to teach math skills to preschoolers, there is a need for additional research to expand the field’s knowledge about what works, for whom, and under what conditions. I used an experimental single case design—a multiple probe design across behaviors, replicated across children—to determine if there was a functional relation between the demonstration-practice procedure embedded in researcher-created books and preschoolers’ acquisition of three early math skills. A functional relation was found for each participant, with some modifications needed for one participant. This is consistent with existing research that suggests systematic instruction is an effective approach for supporting preschoolers in acquiring early math skills. Additional research is needed to determine how best to choose skills to target for instruction, how to account for the relationship between math and other domains of development when teaching early math skills to preschoolers, and how to ensure interventions can be implemented with fidelity and adaptability.

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用数学书进行系统教学对学前儿童数学教学的影响
早期的数学技能可以预示幼儿日后的成就;因此,扩大对如何支持学龄前儿童发展这 些技能的认识非常重要。虽然对学龄前儿童数学技能教学的干预措施(包括使用系统教学的干预措施)已经有了一些研究,但还需要进行更多的研究,以扩大该领域对什么方法有效、对谁有效以及在什么条件下有效的认识。我采用了一种实验性的单一案例设计--跨行为的多重探究设计,并在不同儿童中进行了复制--来确定研究者创作的书籍中嵌入的示范-练习程序与学龄前儿童掌握三种早期数学技能之间是否存在功能关系。结果发现,每个参与者都存在功能关系,但有一名参与者需要做一些修改。这与现有的研究一致,即系统教学是支持学龄前儿童掌握早期数学技能的有效方法。还需要进行更多的研究,以确定如何最好地选择技能作为教学目标,在教授学龄前儿童早期数学技能时如何考虑数学与其他发展领域之间的关系,以及如何确保干预措施的实施具有保真度和适应性。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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