The Effectiveness of Teaching Number Relationships in Preschool

dc.creator	Myoungwhon Jung
dc.creator	Paula Hartman
dc.creator	Thomas Smith
dc.creator	Stephen Wallace
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:54Z
dc.date.available	2015-07-20T22:10:54Z
dc.identifier	1694-609X
dc.identifier	https://doaj.org/article/e282b610b9834b18b1c8bad9178c8c35
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13996
dc.description	Number relationships, which go far beyond counting skills, refer to the ability to represent a quantity in multiple, flexible ways. It is arguably among the most important mathematics concepts in number and quantity. The current study examined the effectiveness of number relationships instruction in preschool classrooms. Participants included 73 children and 4 teachers from a half-day preschool program in a local school district. For the intervention group, two teachers provided number relationships instruction to 37 of the children in their classrooms (four sections total). No treatment occurred for the control group consisting of the remaining 36 children taught by two teachers. Before and after the 12-week treatment period, the TEMA-3(Test of Early Mathematics Ability-3rd Edition) was administered both as a pretest and a posttest to assess children’s understanding of number and quantity. Results indicated that children in the intervention group who received mathematics instruction with the emphasis on teaching number relationships scored significantly higher on the posttest than their counterparts in the control group. However, results of the current study did not reveal any advantages by age group for number relationships instruction. Small sample size may have limited this analysis.
dc.language	English
dc.publisher	International Journal of Instruction
dc.relation	http://www.e-iji.net/dosyalar/iji_2013_1_11.pdf
dc.relation	https://doaj.org/toc/1694-609X
dc.source	International Journal of Instruction, Vol 6, Iss 1, Pp 165-178 (2013)
dc.subject	Number Relationships
dc.subject	Early Childhood Mathematics
dc.subject	Preschool Curriculum
dc.subject	Subitizing
dc.subject	Parts-Whole Concept
dc.subject	Preschool
dc.subject	Teaching
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The Effectiveness of Teaching Number Relationships in Preschool
dc.type	article