ERIC Number: EJ1255793
Record Type: Journal
Publication Date: 2020-May
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: EISSN-1945-2306
Available Date: N/A
Effects on Mathematics and Executive Function of a Mathematics and Play Intervention versus Mathematics Alone
Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih; Fesler, Lily
Journal for Research in Mathematics Education, v51 n3 p301-333 May 2020
Early education is replete with debates about "academic" versus "play" approaches. We evaluated 2 interventions, the "Building Blocks" (BB) mathematics curriculum and the BB synthesized with scaffolding of play to promote executive function (BBSEF), compared to a business-as-usual (BAU) control using a 3-armed cluster randomized trial with more than 1,000 children in 84 preschool classrooms across three districts (multiracial or multiethnic, low income, 27% English Language Learner). Impact estimates for BBSEF were mixed in sign, small in magnitude, and insignificant. Most impact estimates for BB were positive, but only a few were statistically significant, with more in the kindergarten year (delayed effects), including both mathematics achievement and executive function (EF) competencies. Gains in both mathematics and EF can be mutually supportive and thus resist the fade-out effect.
Descriptors: Mathematics Instruction, Play, Executive Function, Teaching Methods, Preschool Children, Instructional Effectiveness, Intervention, Mathematics Achievement
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: https://pubs.nctm.org/view/journals/jrme/jrme-overview.xml
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080700; R305A080200
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/study/90008
Author Affiliations: N/A