Reasoning about Representations: Effects of an Early Math Intervention

Abstract

ABSTRACT The outcomes of a longitudinal randomized number sense intervention including pre-, post- and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational- principles, a structured explicit 10-week program focusing on numbers and collective reasoning about representations was conducted by the classroom teachers. In addition to their regular mathematics teaching, a trained control group received an equally structured and explicit intervention program but without the critical mathematics component. The children in the experimental group outperformed the children in the control group on number sense growth between the pre- and the post-test. There was also a sustained effect of the intervention nine months later when children were assessed in Grade 1.