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Direct linkDyson, Nancy; Jordan, Nancy C.; Beliakoff, Amber; Hassinger-Das, Brenna – Journal for Research in Mathematics Education, 2015
The efficacy of a research-based number-sense intervention for low-achieving kindergartners was examined. Children (N = 126) were randomly assigned to 1 of 3 conditions: a number-sense intervention followed by a number-fact practice session, an identical number-sense intervention followed by a number-list practice session, or a business-as-usual…
Descriptors: Kindergarten, Numeracy, Number Concepts, Intervention
