South African Journal of Childhood Education 6(1):a407 Counting skills intervention for low-performing first graders
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2016
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
9 p.
Subject
Early childhood education, Primary education, Foundation Phase, Counting skills intervention, First grade, Inductive reasoning, Language skills, Low performance, Finland
Tags
Abstract
Background: It is important to provide early educational support for children having weak mathematical skills, in order to prevent possible later mathematical learning difficulties. Currently, there is a lack of research-based mathematical intervention programmes for teachers to use.
Aim: This study investigated the impact of counting skills intervention for Finnish first graders with low performance. In addition, the relations between inductive reasoning, language and mathematical skills were examined.
Setting: This study applied a quasi-experimental design using control groups.
Methods: Intervention was provided in small groups 12 times during 8 weeks. The development of intervention children (LOWi, n = 11) was compared to the development of low-performing (LOWc, n = 26) and typically performing (TYPc, n = 114) children.
Results: The LOWi group made significantly greater gains in their mathematical performance from Time 1 to Time 2, compared with the LOWc and TYPc groups. Children with low performance in mathematical skills showed lower performance also in their inductive reasoning and reading fluency skills than the TYP children.
Conclusion: A relatively short counting skills intervention that applied explicit teaching showed promising effects in improving low-performing children’s mathematical performance as a supplemental instruction.
Aim: This study investigated the impact of counting skills intervention for Finnish first graders with low performance. In addition, the relations between inductive reasoning, language and mathematical skills were examined.
Setting: This study applied a quasi-experimental design using control groups.
Methods: Intervention was provided in small groups 12 times during 8 weeks. The development of intervention children (LOWi, n = 11) was compared to the development of low-performing (LOWc, n = 26) and typically performing (TYPc, n = 114) children.
Results: The LOWi group made significantly greater gains in their mathematical performance from Time 1 to Time 2, compared with the LOWc and TYPc groups. Children with low performance in mathematical skills showed lower performance also in their inductive reasoning and reading fluency skills than the TYP children.
Conclusion: A relatively short counting skills intervention that applied explicit teaching showed promising effects in improving low-performing children’s mathematical performance as a supplemental instruction.
Description
Article
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